Abstract
The current study is a self-reflective autoethnographic research study, which aims to explore how two in-service English as a foreign language (EFL) teachers in Japan built a collaborative and mutually supportive community of practice, and how they shared and re-constructed their expertise through interacting with each other. Prior to the study, both of the participating teachers from different teaching contexts shared a similar struggle: a lack of collegiality and a quest for creativity. An online journal forum was created where they recorded their thoughts, difficulties and challenges in their everyday teaching practice for one year. They also gave comments and feedback to each other online. As a result, participation in an online collaborative community of practice enabled them to reflect on and adjust their teaching practices. In particular, the role of collegiality in sharing teaching strategies impacted the teaching of English as a foreign language in diverse contexts, both public and private schools. It also had an impact on teaching different language skills (oral communication for one participant and reading and translation for the other) and the use of students' native language as assistance. By taking on the role of a diagonal mentor, they also found a way to make their professional voices heard.
Highlights
The lack of collegiality in the professional development of language teachers is one of many issues facing teachers in their everyday practice in many teaching contexts
When the first author invited Daisuke and Taiki to join a professional development project supported by one Special Interest Group of JACET (Japan Association of College English Teachers), they met in person, and were able to discuss their struggles in different teaching contexts
Direct quotations from the online journal and focus group interviews are identified in order to support their reflections where possible
Summary
The lack of collegiality in the professional development of language teachers is one of many issues facing teachers in their everyday practice in many teaching contexts. Self-study, originating from previous works such as reflective practice theory [2,3,4,5] and action research [6], has become a widely used approach in the professional development research of teachers [7]. Personal narratives of practicing teachers through self-study and changes in their perspectives over time can illustrate their voices They can share their experiences of introspection and personal growth as teachers, which can promote insight and interpretation [10]. Other words, teachers in autobiographical self-study research may promote the improvement of learning situations “ for the self but for the other” (Bullogh & Pinnegar: 17) This notion is in line with Vygotskian sociocultural theory, which views learning as a social process that takes place within communities of practice [12][13]. This study focused on building a collaborative community of practice of teachers, and explored how the participants shared and re-constructed their expertise through interaction with each other
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