초록
영어
This study explores whether the EFL teachers’ collaborative action research can affect their professional development. Fifty-six in-service teachers participated in this research, and their perceptions and practices towards professional development are examined. Both quantitative and qualitative data are gathered from the survey questionnaires and individual interviews. The data shows that after the teachers attend the collaborative action research, they hold more student-oriented rather than self-oriented beliefs on teachers’ professional development. Besides, the participants prefer the activities related to practical teaching over research. But after they engaged in the tailored learning community, they began to realize the importance of teaching research and they even sought opportunities of cooperative development. The participants also reported that improper school evaluation may hinder their professional development. It is suggested that the support from school authority are also needed in the form of creating some professional development programs.
목차
1. Introduction
2. Literature Review
2.1 Theoretical basis
2.2 Former relevant studies
3. Methodology
3.1 Participants
3.2 Instruments and Procedures
3.3 Data collection and analysis
4. Results
4.1 The perceived factors facilitating the college EFL teachers' CPD
4.2 The perceived factors hindering the college EFL teachers' CPD
4.3 The activities promoting the college EFL teachers' CPD
5. Discussion
6. Conclusion
References