Abstract
Teachers’ professional development is the core of educational improvement. The study investigated the role of participation in a Teacher Study Group in enhancing English language teachers teaching effectiveness by engaging them in a teacher study group and thereby designing teacher study group procedures that can enhance teaching effectiveness of teachers in the schools. Focus group discussion, document analysis and classroom observation were used as methods of data gathering. The teachers were engaged in a regularly customized TSG activities on the basis of Tripod 7Cs to investigate what they improve on their teaching effectiveness. A thematic crossover analysis is used to present the data.As learned from this case study, it is evident that the teacher’s collegiality and open mindedness to involve in a dialogic TSG has improved. Moreover, as reflected by the teachers, their teaching effectiveness (as self-admitted and measured by Tripod 7Cs) has improved due to participation in TSG. This justifies the worth of a statement nearly a century ago that ‘…there is no workable alternative to working together, respectful of differences and eager to keep the conversation going.” John Dewey, 1938). However, further studies should confirm the viability of TSG discussion focusing on verifying the statistical significance and dimensions of teaching effectiveness TSG brings before it is considered as an alternative CPD modality. Keywords: TSG, Teaching Effectiveness, 7Cs DOI : 10.7176/JEP/10-7-02 Publication date :March 31 st 2019
Highlights
Teacher Continuous Professional Development efforts come into being as a result of change on perspectives of education and the resulting challenges on teachers which were difficult to address through one shot pre service trainings (Villegas-Reimers, 2003)
RESEARCH METHODOLOGY This study aims to engage teachers in a regularly customized teacher study groups (TSGs) activities on the basis of Tripod 7C to investigate what they will improve on their teaching effectiveness in their real classrooms
The study explored the role of participation in teacher study groups in enhancing the teaching effectiveness of primary school EFL teachers in East Gojjam zone
Summary
A Teacher study group (TSG) is one among several forms of professional development activities often arranged by teachers to improve their skills through collaboration and reflection. It is seen as a professional development context for teachers, to reflect on and learn from their practices. A teacher study group is a dynamic model of professional development that engages four to eight teachers interested in sharing and solving challenges and reflecting on practices. Study groups differ from traditional forms of professional development in that the group determines the content of the study based on student data, shared interests, or professional curiosity concerning a new theory or practice. In a concise and comprehensive classification, Cayuso et al (2004) refined this and came up with four teacher study group types which are highlighted as follows
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