Abstract
ABSTRACTElementary school English teachers in Taiwan are required to have a formal professional dialogue regularly and engage in purposeful discussions about the curriculum and classroom practice (Ministry of Education. [1998]. Small-Size Class Plan. http://163.19.62.3/smlass/E983A8E8A888E58A%83.htm). This study used a questionnaire to discover the current situation of elementary school English teachers’ professional dialogue in New Taipei City in Taiwan. Based on the descriptive, factor, and regression analysis of the questionnaires answered by 154 elementary school English teachers, three important features emerged from this. First, professional dialogue has only been held irregularly among elementary school English teachers in New Taipei City. Secondly, regular implementation of professional dialogue was more likely in larger, more urban schools. Third, topics and the format of professional dialogue, as well as English teachers’ attributes and instructional leadership, were regarded as important factors that influence the effectiveness of professional dialogue. Three suggestions are provided to strengthen the effectiveness of professional dialogue.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
