Exploring Contradictions in an EFL Teacher Professional Learning Community
Bibliographic Data
| ID | 4307707 |
|---|---|
| Authors | Yi Yan (0000-0003-2475-6817, Tsinghua University, Beijing, P. R. China), Luxin Yang (0000-0002-2961-9937, Beijing Foreign Studies University, Beijing, P. R. China, corresponding author) |
| Year | 2019 |
| Volume | 70 |
| Issue | 5 |
| Pages | 498-511 |
| Publication date | 2019-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487118801343 |
| OpenAlex | W2894879111 |
| Language | EN |
| Citations received | 18 |
| References cited | 43 |
Guided by activity theory, this study examines the major contradictions in an English as a foreign language (EFL) teacher professional learning community (PLC) established in China through a university-district-school partnership. Multiple sources of data were collected, including interviews, observations, and documents. Data analyses revealed four levels of contradictions: the primary contradiction between the university researcher and school teachers, the secondary contradiction between imparting theory and teacher learning, the tertiary contradiction between existing practice and new design, and the quaternary contradiction between practical engagement and academic research. The community members took a series of strategic actions, including questioning and observation, analysis and proposal, examination and implementation, and reflection and resolution. The study may offer insights about nurturing language teacher PLCs and overcoming contradictions in similar joint activities
Contradiction · Epistemology · General partnership · Mathematics education · Pedagogy · Political science · Professional development · Sociology · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology · Student Assessment and Feedback
Professional learning communities in EFL teacher development
Exploring epistemic fluency and professional learning in multi-stakeholder collaboration
Sociocultural Theory and L2 Learning
Exploring learning outcomes, communication, anxiety, and motivation in learning communities
Teachers’, principals’ and university-based teacher educators’ multiple conceptions of teachers’ professional development
Multi-stakeholder collaboration in an online professional learning community
Integration of ChatGPT in medical learning
Building a Collaborative Teaching Study Group as a Dynamic Nexus of Research and Practice in TBLT
Problems and countermeasures
Investigating EFL teacher agency in instructional practice of blended learning in Chinese higher education
EFL teachers’ formative assessment literacy and developmental trajectories
Taking stock of the research into professional learning communities
Teacher learning through collaborative curriculum design in the midst of a pandemic
Contradictions and Critical Praxis in Foreign Language Teachers’ Implementation of Reading to Learn
Doing authentic research” with artifacts to facilitate teacher learning across multiple communities
Exploring the Role of Professional Learning Community in EFL Student-Teachers’ Imagined Identity Development
Contradictions in Teachers’ Classroom Dynamic Assessment Implementation
Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories
The sources of a science of education
The New Meaning of Educational Change
Activity Systems Analysis Methods
How and what teachers learn
Developmental studies of work as a testbench of activity theory
Professional communities and student achievement – a meta-analysis
A review of research on the impact of professional learning communities on teaching practice and student learning
Expansive Learning at Work
The reflective practitioner
Activity theory and individual and social transformation
Redesigning an "Urban" Teacher Education Program
Teacher cognition in language teaching
Knowledge construction among teachers within a community based on inquiry as stance
Using activity systems analysis to identify inner contradictions in teacher professional development
Learning as boundary-crossing in school–university partnership
Professional development in a culture of inquiry
The affordances of teacher professional learning communities
Teaching transformation under centralized curriculum and teacher learning community
A Hong Kong case of lesson study—Benefits and concerns
Towards a collaborative, interactionist model of teacher change
Conversations with Teachers
Teacher Study Groups
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Models of Innovative Knowledge Communities and Three Metaphors of Learning
On Two Metaphors for Learning and the Dangers of Choosing Just One
Doing More With Less
| Unique citing works | 18 |
|---|---|
| Citations per year | 3,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |