Reading discussion groups for teachers: connecting theory to practice  

Oleh:

Fenton-Smit, Ben

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: ELT Journal = English Language Teaching Journal (Full Text) vol. 65 no. 3 (Jul. 2011), page 251-259.
Topik: Japanese University; Teacher Strategy; ELT
Fulltext: 2011.3.251-259.pdf (104.98KB)

Isi artikel

This article explores how teachers can engage with ideas (research findings, theory, and professional knowledge) through participation in a reading discussion group. Focusing on one group formed by English language teachers at a Japanese university, the study employs survey data, attendance statistics, and observational notes regarding the group’s meetings over one school term to investigate the relative merits of six discussion formats, varied according to the type of text discussed (conference presentation slide handout, opinion piece, plenary address video, book chapter, book review, and transcribed interview) and, in one case, the participant make-up (an author was invited to discuss his own work). The paper also identi?es group management practices that are most effective for facilitating participation.

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