What is it about?
This study explored how small shifts occurred in three Iranian secondary school English language teachers’ practices through participation in a collaborative professional learning within their school setting. It revealed how teachers’ collaboration and engagement and the time devoted to review and reflection on their teaching has encourage minor changes in the teachers’ practices that aligned with the reform agenda.
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Why is it important?
The investigation informs a need for a movement from top-down professional learning programs to more collaborative approaches to teacher education when the aim is to address reform-driven educational changes.
Perspectives
This interventional study demonstrated the power of teacher engagement and agency and how through a process of collaborative negotiation, teachers can improve both their effectiveness and efficiency, enhancing the quality of their teaching as ideas are shared and new teaching and learning strategies develops.
Elahe Shakhsi Dastgahian
Monash University
Read the Original
This page is a summary of: Implementing English language teaching reforms through professional learning, Education Inquiry, June 2021, Taylor & Francis,
DOI: 10.1080/20004508.2021.1937865.
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