How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Main Article Content

Yemeng Jiang

Abstract

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

Article Details

How to Cite
Jiang, Y. (2022). How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG). REFLections, 29(3), 571–585. https://doi.org/10.61508/refl.v29i3.262072
Section
Research articles

References

Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Record, 104(3), 421-455. https://doi.org/10.1111/1467-9620.00168

Ali, R., & Hamza, M. (2018). Impact of teachers’ training on students’ learning attitude and organizational performance. The International Journal of Business & Management, 6(10), 239-248.

Bannister, N. A. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24(3), 347-372. https://doi.org/10.1080/10508406.2014.999196

Berliner, D. C. (2001). Learning about and learning fr om expert teachers. International Journal of Educational Research, 35(5), 463-482. https://doi.org/10.1016/S0883-0355(02)00004-6

Byrk, A. (2016). Accelerating how we learn to improve. Educational Researcher, 44(9), 467-477. https://doi.org/10.3102/0012189X15621543

Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6-14. https://doi.org/10.1002/pfi.21963

Chung, E. (2021). Eleven factors contributing to the effectiveness of dialogic reflection: Understanding professional development from the teacher’s perspective. Pedagogies: An International Journal, 1-21. https://doi.org/10.1080/1554480X.2021.2013234

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7

Clarke, D., & Peter, A. (1993). Modelling teacher change. In B. Atweh, C. Kanes, M. Carss & G. Booker (Eds.), Proceedings of the 16th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 167-175). Mathematics Education Research Group of Australasia (MERGA).

De Jong, O. (2000). The teacher trainer as researcher: Exploring the initial pedagogical content concerns of prospective science teachers. European Journal of Teacher Education, 23(2), 127-137. https://doi.org/10.1080/713667273

Demir, Y. (2017). What, how and why? A multi-dimensional case analysis of the challenges facing native and nonnative EFL teachers. Journal of Language Teaching and Learning in Thailand, 54, 141-176.

Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1-19). Elsevier.

Drossel, K., & Eickelmann, B. (2017). Teachers’ participation in professional development concerning the implementation of new technologies in class: A latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. Large-scale Assessments in Education, 5, 19.

Farrell, T. S. (1999). Reflective practice in an EFL teacher development group. System, 27(2), 157-172. https://doi.org/10.1016/S0346-251X(99)00014-7

Fazio, X. (2009). Teacher development using group discussion and reflection. Reflective Practice, 10(4), 529-541. https://doi.org/10.1080/14623940903138407

Ganji, M., Ketabi, S., & Shahnazari, M. (2018). Comparing local and international English teacher training courses: Lessons learned. Cogent Education, 5(1), https://doi.org/10.1080/2331186X.2018.1507174

Garet, M. S., Cronen, S., Eaton, M., Ludwig, M., Jones, W., Uekawa, K., & Falk, A. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/pdf/20084030.pdf

Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010). Teacher study group: Impact of the professional development model on reading instruction and student outcomes in first grade classrooms. American Educational Research Journal, 47(3), 694-739. https://doi.org/10.3102/0002831209361208

Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34(2), 239-254. https://doi.org/10.1016/j.system.2005.12.002

Gutiérrez, M. V. Alvarado., Adasme, M. A. Neira., & Westmacott, A. (2019). Collaborative reflective practice: Its influence on pre-service EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3), 53-70. https://doi.org/10.30466/IJLTR.2019.120736

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536

Hartman, H. J. (2001). Metacognition in learning and instruction: Theory, research, and practice. Kluwer Academic Publishers.

Hashim, S. N. A., & Yusoff, N. M. (2021). The use of reflective practice towards achieving effective English language teaching at primary schools. International Journal of Evaluation and Research in Education, 10(1), 364-374. https://doi.org/10.11591/ijere.v10il.20956

Hindin, A., Morocco, C. C., Mott, E. A., & Aguilar, C. M. (2007). More than just a group: Teacher collaboration and learning in the workplace. Teachers and Teaching: Theory and Practice, 13(4), 349-376. https://doi.org/10.1080/13540600701391911

Horn, I. S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23(2), 207-236. https://doi.org/10.1207/s1532690xci2302_2

Huang, A., Klein, M., & Beck, A. (2020). An exploration of teacher learning through reflection from a sociocultural and dialogical perspective: Professional dialogue or professional monologue? Professional Development in Education, 1-15. https://doi.org/10.1080/19415257.2020.1787192

Johnson, B. (2003). Teacher collaboration: Good for some, not so good for others. Educational Studies, 29(4), 337-350. https://doi.org/10.1080/0305569032000159651

Johnson, D. W., & Johnson, R. T. (2008). Social interdependence theory and cooperative learning: The teacher’s role. In R. M. Gillies, A. F. Ashman & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 9-37). Springer.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379. https://doi.org/10.3102/0013189X09339057

Karakaş, A., & Yükselir, C. (2021). Engaging pre-service EFL teachers in reflection through video-mediated team micro-teaching and guided discussions. Reflective Practice, 22(2), 159-172. https://doi.org/10.1080/14623943.2020.1860927

Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945-980. https://doi.org/10.3102/0034654315626800

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Kuusisaari, H. (2013). Teachers’ collaborative learning development of teaching in group discussions. Teachers and Teaching, 19(1), 50-62. https://doi.org/10.1080/13540602.2013.744198

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Li, S., Liu, L., & Jiang, A. L. (2021). Understanding the development of Chinese EFL student–teachers’ pedagogical content knowledge. Frontiers in Psychology, 12, 1-16. https://doi.org/10.3389/fpsyg.2021.627728

Mohammed, M. H. (2018). Challenges of learning English as a foreign language (EFL) by non-native learners. International Journal of Social Science and Economic Research, 3(4), 1381-1400.

Ostovar-Nameghi, S. A., & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration: Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 197-205. https://doi.org/10.5539/elt.v9n5p197

Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher Education, 67, 351-360. https://doi.org/10.1016/j.tate.2017.06.013

Piaget, J. (1964). Part I: Cognitive development in children--Piaget development and learning. Journal of Research in Science Teaching, 2, 176-186.

Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475-514. https://doi.org/10.3102/0002831215585562

Sánchez-Cardona, I., Sánchez-Lugo, J., & Vžlez-González, J. (2012). Exploring the potential of communities of practice for learning and collaboration in a higher education context. Procedia-Social and Behavioral Sciences, 46, 1820-1825. https://doi.org/10.1016/j.sbspro.2012.05.385

Schaap, H., & de Bruijn, E. (2018). Elements affecting the development of professional learning communities in schools. Learning Environments Research, 21(1), 109-134. https://doi.org/10.1007/s10984-017-9244-y

Schindler, A. K., Seidel, T., Böheim, R., Knogler, M., Weil, M., Alles, M., & Gröschner, A. (2021). Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development. Teaching and Teacher Education, 100, 103281. https://doi.org/10.1016/j.tate.2021.103281

Schön, D. (1983). The reflective practitioner. Temple Smith.

Shariatifar, S., Kiany, G., & Maftoon, P. (2017). High school EFL teachers’ professional competencies: Content knowledge and pedagogical content knowledge. Applied Research on English Language, 6(4), 499-522. https://doi.org/10.22108/are.2018.107409.1191

Shulman, L. S. (1986a). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. S. (1986b). Pedagogical content knowledge (PCK). In P. Boyd, B. Hymer & K. Lockney (Eds.), Learning teaching: Becoming an inspirational teacher (pp. 69-93). Critical Publishing Ltd.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Shakenova, L. (2017). The theoretical framework of teacher collaboration. Khazar Journal of Humanities and Social Sciences, 21(2), 34-48. https://doi.org/10.5782/2223-2621.2017.20.2.34

Singhasiri, W., & Boonmoh, A. (2011). Training EFL teacher trainees through reflective learning. rEFLections, 14, 38-55. https://so05.tci-thaijo.org/index.php/reflections/article/view/114228

Slavin, R. E. (2011). Cooperative learning. In V. G. Aukrust (Ed.), Learning and cognition in education (pp. 160-166). Elsevier.

Sulaiman, A. (2021). A contrastive analysis of pre-service and in-service EFL teachers’ levels of technological, pedagogical, and content knowledge. Studies in Literature and Language, 22(1), 21-33. https://dx.doi.org/10.3968/12026

Thurlings, M., & Brok, P. D. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Review, 69(5), 554-576. https://doi.org/10.1080/00131911.2017.1281226

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Winkelman, R. (2020, February 25). TPACK and the technology integration matrix. TIM, https://fcit.usf.edu/matrix/tpack-and-the-technology-integration-matrix/

Wongsopawiro, D. S., Zwart, R. C., & Van Driel, J. H. (2017). Identifying pathways of teachers’ PCK development. Teachers and Teaching, 23(2), 191-210. https://doi.org/10.1080/13540602.2016.1204286

Xie, M. (2014). Narrative inquiry into the short-term development of pedagogical content knowledge of foreign language teachers. Journal of Guangdong University of Education, 34(2), 26-32.

Xu, W. (2015). Exploring ESL/EFL teachers’ pedagogical content knowledge on reading strategy instruction. English Language Teaching, 8(11), 155-175. https://doi.org/ 10.5539/elt.v8n11p155