Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning by Jules Pieters & Joke Voogt & Natalie Pareja Roblin

Author:Jules Pieters & Joke Voogt & Natalie Pareja Roblin
Language: eng
Format: epub
ISBN: 9783030200626
Publisher: Springer International Publishing

Teachers

Twelve novice bachelor’s degree holding teachers (10 males; 2 females) who were teaching Communicative English Skills at the time of the program implementation participated in the study. While ten of them had 2 years of teaching experience, the remaining two each had only 1 year of experience. They were between 22 and 25 years old. Six of them had some experience with CLT but the other six did not have any CLT preparation. When assigning the teachers to peer (PST) or facilitator (FST) support, four pairs indicated that they wanted to be supported by peers, and the other two wanted facilitators. One pair was easily willing to change from peer to facilitator support. Therefore, the PST group consisted of three pairs of teachers, and the FST group of three pairs of teachers mentored by a facilitator. Six teachers (one from each pair) were randomly selected to be interviewed and to participate in lesson observation.

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