Perceived impact of short‐term professional development for foreign language teachers of adults
A case study
Bibliographic Data
| ID | 8939673 |
|---|---|
| Authors | Joan Kang Shin (0000-0001-5402-2019, College of Education and Human Development George Mason University Fairfax Virginia USA, corresponding author), Woomee Kim (0000-0001-9953-2071, College of Education and Human Development George Mason University Fairfax Virginia USA) |
| Year | 2021 |
| Volume | 54 |
| Issue | 2 |
| Pages | 365-388 |
| Publication date | 2021-04-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12521 |
| OpenAlex | W3153715035 |
| Language | EN |
| Citations received | 2 |
| References cited | 15 |
Using Desimone's (2009) framework for studying the effects of teacher professional development (PD), this qualitative study examines the effectiveness and impact of a 10‐week professional development course on 31 foreign language (FL) instructional faculty and staff in a U.S. Government language school. Data sources included 31 K‐W‐L reflections, 15 questionnaire responses, and nine semistructured interviews from course participants. Etic and emic analysis revealed evidence of Desimone's framework as well as emerging themes that showed the importance of modeling, expanding the professional community, confirming beliefs, increasing confidence, and developing a learner‐centered mindset to effective PD for FL teachers. These emerging themes are presented as an expansion of Desimone's core conceptual framework based on contextual factors specific to PD for FL instructors of adult learners. The results of this study can inform the development and evaluation of FL teacher PD and ground future studies in this context using Desimone's framework
Context (archaeology · Emic and etic · Faculty Development · Mindset · Pedagogy · Professional development · Qualitative research · Social science · Sociology · Collaborative Teaching and Inclusion · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
The art of case study research
Evaluating teachers’ professional development initiatives
Supporting the Professional Development of Foreign Language Graduate Students
Reflective Practices in Foreign Language Teacher Education
Student Teachers' Attitudes and Beliefs About Using the Target Language in the Classroom
Pre‐Service Foreign Language Teachers' Perspectives on Learning With Technology
Improving Impact Studies of Teachers' Professional Development
Grounded theory research
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |