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ERIC Number: EJ1168503
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: EISSN-2331-186X
Elementary School English Teachers' Professional Learning from Teaching Demonstrations as Professional Development
Chien, Chin-Wen
Cogent Education, v4 n1 Article 1294229 2017
This study used interviews, observations and documentary evidence to analyze the professional learning of sixteen elementary school English teachers and two expert teachers during the pre-observation conference, observation, and post-observation conference from three-step teaching demonstrations. This study has the following major findings. First, the knowledge and competence that participants gained the most, was pedagogical knowledge and pedagogical content knowledge. Participants demonstrated "seeing as" and "seeing in" during observations but not "seeing that." Second, six major factors influenced teachers' professional learning including the use of handbooks for observations, the host or hostess's expertise, the observed teachers' expertise, the observers' discussions, location, and training workshops. These findings provide a theoretical framework and guidelines for elementary school English teachers to gain professional learning through the demonstrations.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan (Taipei)
Grant or Contract Numbers: N/A