A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China

A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China

Yuhong Jiang A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China 123

Yuhong Jiang Foreign Languages College Shanghai Normal University Xuhui District, Shanghai China ISBN 978-3-662-53635-3 ISBN 978-3-662-53637-7 (ebook) DOI 10.1007/978-3-662-53637-7 Library of Congress Control Number: 2016954015 Springer-Verlag GmbH Germany 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer-Verlag GmbH Germany The registered company address is: Heidelberger Platz 3, 14197 Berlin, Germany

Foreword While international comparisons of educational performance in languages and language teacher education have been seen by educational policy-makers as being useful indicators of performance, there has also been a growing recognition in recent years by second language education researchers and educationalists of the importance of investigating the language teacher professional development in the context of local educational cultures and settings. The field of English language education and language teacher education presents a particularly interesting example of educational policy and practice in which globalisation and local context intersect. The subject of English has by definition a foreign and global identity when viewed by educational systems and teachers and students in countries where it is not the medium of communication. Moreover, for some time (though this is beginning to change) the traditions and approaches to English language education have not been home-grown but have relied heavily on intellectual and pedagogical directions provided by Anglo-Saxon researchers and policy-makers. Yet effective teaching and learning of English in non-english speaking settings is fundamentally shaped by teachers, teacher educators and policy-makers in the different national contexts. The context of China is a particularly interesting setting in which to investigate this meeting-point between the global and the local because of its size, its centralised educational policy-making and the diversity of educational conditions between the different regions. The framework of professional development of teachers of English as a foreign language in institutions of higher education in western China therefore has the potential to provide an immensely useful perspective to carry out such research. This book makes an excellent contribution to what is still a growing corpus of empirical studies in this field. This impressive volume provides a welcome example of the study that frames its analysis of universal issues relating to English language education and the professional growth of teachers of English in the western region of China against the background of English language teaching reform and teacher education reform. At the heart of the discussion are a series of illuminating accounts focusing on language teacher reflection, solving dilemmas through teachers collaborative v

vi Foreword reflection, teacher efficacy, teacher expectation, teachers planning decisions and interactive decisions making, teacher learning, teachers professional identity construction and development, teacher job satisfaction and job burnout. All the clear and factual evidences and accounts about a variety of current issues present a comprehensive and realistic picture of teacher professional development among pre-service and in-service teachers of English in the west of China. Michael Evans Reader in Education University of Cambridge, UK

Acknowledgements This monograph is the result of the research project A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in the Western Aeras of China, which is sponsored by the National Social Sciences Funds (Grant Number BFA090027). I extend my most sincere thanks. At this moment of accomplishing this monograph, I would like to extend my sincere gratitude to all the people who have offered me meticulous consideration and selfless help in the research. My deepest appreciation goes to my husband and our daughter. They have accompanied me throughout this long journey and have offered me continuous understanding, generous encouragement and, the most vital, emotional support. I would particularly like to extend my deepest gratitude to Zhu Hongmei, Wang Huan, Tang Ying, Li Zheng, Huang Min, Zheng Ding, Min Huizi, and Chen Xiaoyi, who cooperated in some parts of the study and contributed to some basic elements in Chaps. 3 10. I owe great gratitude to all the participants in my research, who must remain anonymous here, but have given me a great deal of help in conducting these series of studies. Their generosity in sharing with me their insightful ideas and their suggestions on my work has inspired me greatly and continuously. My special thanks go to Ms. Sheila Hakin for her careful proofreading of this book. Meanwhile, Deng Xiaofang, Mou Baiye, Yang Tao, Chen Yan, Wei Jing, Huang Min, He Rong, Liu Yusha, Li Ru, Luo Zaibing, Yang Yilong, and Wang Mingxia have helped me a lot in the proofreading work. Without all their great support, the completion of this book would not have been possible. vii

Contents 1 An Overview of the Research Background of English Teachers Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China... 1 1.1 Teachers Professional Development in the Present Context of Educational Reform and Innovation in China..... 1 1.1.1 Change of Teachers Role.................... 2 1.1.2 Change of Requirements for Teachers Comprehensive Quality...................... 2 1.1.3 Challenge Presented by Applying of Information Technology in the Teaching................... 2 1.2 Teachers Professional Development in the Context of National Teacher Education Reform in China........... 3 1.3 The Context of English Language Teaching Reform and Language Teacher Education Reform in Higher Education in China............................... 3 1.4 The Concept of Teachers Professional Development........ 5 1.4.1 Research on Connotations of Teachers Professional Development.................... 6 1.4.2 Research on Phases of Teachers Professional Development............................. 7 1.4.3 Research on Approaches of Teachers Professional Development.................... 7 1.5 The Core Concepts and Theoretical Bases............... 8 1.5.1 The Transition from Teacher Professionalization to Teachers Professional Development... 9 1.5.2 The Definition of the Concept of Teachers Professional Development.... 11 1.5.3 The Theory of Teachers Professional Development............................. 13 ix

x Contents 1.6 The Significance and Value of the Research.............. 22 1.6.1 Theoretical Significance...................... 22 1.6.2 Practical Significance........................ 23 1.6.3 Methodological Significance................... 24 References.......................................... 24 2 A Brief Review of the Present Situation and Dilemma of English Teacher Education and Development in Western China... 27 2.1 Urgency and Particularity of the Characteristics of Teacher Professional Development in the Western Area ofchina... 27 2.2 Uniqueness of English Teacher Professional Development in the Western Area of China........................ 28 2.3 Insufficient Combination of the Current English Teacher Education System and the National Strategy of Education Development in the Western Area of China..... 29 2.4 The General Research Objectives and Specific Research Contents................................ 30 2.4.1 The Status Quo, Predicament and Its Causes of the Professional Development of English Teachers in Universities and Colleges in Western China...... 30 2.4.2 Research on Approaches of the Professional Development for English Teachers in Universities and Colleges in Western China...... 32 2.4.3 Research on the Co-existence Mechanism of Teachers Professional Development and English Teaching in Universities and Colleges in Western China.......................... 38 2.5 The Critic of the Previous Studies..................... 39 References.......................................... 41 3 A Study on the Features of Pre-service English Teachers Reflection... 43 3.1 Introduction.................................... 43 3.1.1 Backgrounds.............................. 44 3.1.2 Defining Reflection......................... 45 3.2 Literature Review................................ 47 3.2.1 Theoretical Level.......................... 47 3.2.2 Practical Level............................ 50 3.3 Research Methodology............................ 51 3.3.1 Research Question.......................... 51 3.3.2 Subjects and Instruments..................... 51 3.3.3 Procedure................................ 52

Contents xi 3.4 Findings...................................... 53 3.4.1 Judging a Problem......................... 53 3.4.2 Analysing a Problem........................ 56 3.4.3 Solving a Problem.......................... 57 3.4.4 Testing the Solution........................ 58 3.5 Discussion on the Features of Pre-service EFL Teachers Reflection..................................... 60 3.6 Implications of the Current Research................... 62 3.7 Conclusion..................................... 63 References.......................................... 64 4 Solving Dilemmas Through Collaborative Reflection for Pre-service English Teachers During the Practicum... 67 4.1 Introduction.................................... 67 4.1.1 Background of the Research................... 67 4.1.2 Motivation for the Study..................... 68 4.1.3 Purpose of the Study........................ 69 4.1.4 Significance of the Study..................... 70 4.2 Literature Review................................ 70 4.2.1 Definitions of the Main Concepts Used in the Study.............................. 70 4.2.2 Previous Studies on Reflective Teaching.......... 72 4.2.3 Previous Studies on Collaborative Reflective Teaching................................ 76 4.2.4 The Critique of Reflective Teaching and Collaborative Reflective Teaching............ 79 4.3 Research Design................................. 81 4.3.1 Research Questions......................... 81 4.3.2 Research Setting........................... 81 4.3.3 The Participants........................... 82 4.3.4 Instruments............................... 82 4.3.5 Data Collection and Analysis.................. 85 4.3.6 Pilot Study............................... 85 4.4 Results and Discussions............................ 85 4.4.1 Result Pertaining to Research Question 1.......... 86 4.4.2 The Results Pertaining to Research Question 2...... 92 4.5 Conclusions and Implications........................ 99 4.5.1 Major Findings............................ 99 4.5.2 Implications.............................. 101 4.5.3 Limitations............................... 103 4.5.4 Suggestions for Future Study.................. 103 References.......................................... 103

xii Contents 5 A Comparative Study on In-service and Pre-service Teacher Efficacy.... 109 5.1 Introduction.................................... 109 5.1.1 Research Background....................... 109 5.1.2 Aims of the Present Study.................... 110 5.1.3 Significance of the Present Research............. 111 5.2 Literature Review................................ 112 5.2.1 Teacher Efficacy and Instructional Practices in Classrooms............................. 112 5.2.2 Teacher Efficacy and Classroom Management...... 113 5.2.3 Teacher Efficacy and Guidance................. 114 5.2.4 Teacher Efficacy and Teachers Commitment to Teaching Activities....................... 115 5.2.5 Teacher Efficacy and Teachers Stress and Burnout.............................. 116 5.2.6 Teacher Efficacy and Student Performance......... 117 5.3 Theoretical Foundations of the Present Study............. 119 5.3.1 Definition of Teacher Efficacy and the Working Definition in the Present Study................. 119 5.3.2 Sources of Teacher Efficacy................... 120 5.4 Methodology................................... 123 5.4.1 Research Questions......................... 123 5.4.2 Subjects................................. 123 5.4.3 Instrumentation............................ 124 5.4.4 Procedures............................... 125 5.5 Results and Discussions............................ 126 5.5.1 In-service Teacher Efficacy................... 126 5.5.2 Pre-service Teacher Efficacy................... 131 5.5.3 Comparison Between In-service and Pre-service Teacher Efficacy........................... 141 5.6 Conclusion..................................... 143 5.6.1 Major Findings of the Study................... 143 5.6.2 Implications of the Study..................... 144 5.6.3 Limitations of the Study...................... 148 5.6.4 Suggestions for Future Research................ 148 References.......................................... 149 6 Bases for Teacher Expectations: From the Teacher s Perspective... 155 6.1 Introduction.................................... 155 6.2 Literature Review................................ 156 6.2.1 Teacher Expectation Effects................... 156 6.2.2 Varying Teacher Expectations Based on Student Characteristics................ 157

Contents xiii 6.2.3 Teacher Groups with Different Expectations........ 161 6.2.4 Varying Teacher Expectations Based on Teacher Characteristics............... 165 6.3 Research Method................................ 166 6.3.1 Participants............................... 166 6.3.2 Measures................................ 168 6.3.3 Data Collection............................ 169 6.4 Results of the Research............................ 169 6.5 Discussion of the Research Results.................... 173 6.6 Implications.................................... 176 References.......................................... 178 7 A Study of the Discrepancy Between Planning Decisions and Interactive Decisions Made by Teachers in English Classrooms... 185 7.1 Introduction.................................... 185 7.1.1 Research Background....................... 185 7.1.2 Significance of the Research................... 187 7.1.3 Purpose of the Study........................ 188 7.2 Literature Review................................ 188 7.2.1 Different Conceptualisations of the Nature of Teaching.............................. 188 7.2.2 The Teachers Thinking Process: Teacher Decision-Making........................... 191 7.2.3 The Definition of Teachers Planning Decisions, Interactive Decisions and Evaluative Decisions...... 193 7.2.4 Empirical Studies on Teachers Decision-Making.... 199 7.2.5 Summary................................ 203 7.3 Research Design................................. 203 7.3.1 Research Questions......................... 203 7.3.2 Rationale for a Qualitative Case Study Approach.... 203 7.3.3 Method................................. 204 7.4 Results and Discussions............................ 208 7.4.1 Factors Affecting Teachers Planning Decisions..... 208 7.4.2 The Factors Affecting Teachers Interactive Decisions........................ 224 7.4.3 Relationship Between Teachers Planning Decisions and Interactive Decisions..................... 231 7.5 Conclusion..................................... 232 7.5.1 Summary of the Main Findings................. 232 7.5.2 Implications.............................. 233 7.5.3 Limitations and Suggestions for Further Study...... 235 References.......................................... 236

xiv Contents 8 English Teacher Learning in Communities of Practice... 241 8.1 Introduction.................................... 241 8.1.1 Research Background....................... 241 8.1.2 Aims of the Present Study.................... 242 8.1.3 Significance of the Study..................... 242 8.2 Literature Review................................ 243 8.2.1 Definitions of Core Concepts.................. 243 8.2.2 Theoretical Basis of the Research............... 244 8.2.3 Previous Studies of Teachers Communities of Practice at Home and Abroad................ 246 8.2.4 Critique of the Previous Studies................ 246 8.3 Research Design................................. 247 8.3.1 Research Questions......................... 247 8.3.2 Research Subjects.......................... 248 8.3.3 Research Methods and Instruments.............. 248 8.3.4 Data Collection............................ 249 8.3.5 Data Analysis............................. 250 8.4 Teacher Learning in Communities of Practice for English Teachers.............................. 250 8.4.1 Zhao s Story About Teacher Learning in Communities of Practice................... 250 8.4.2 Li s Story of Teacher Learning in Communities of Practice............................... 253 8.4.3 Yang s Story About Teacher Learning in Communities of Practice................... 256 8.5 Research Results and Discussions..................... 258 8.5.1 Results and Discussions of Research Question 1..... 258 8.5.2 Results and Discussions of Research Question 2..... 260 8.5.3 Results and Discussions of Research Question 3..... 262 8.6 Conclusion..................................... 264 8.6.1 Major Findings of the Study................... 264 8.6.2 Implications of the Study..................... 265 8.6.3 Limitations of the Study...................... 266 8.6.4 Suggestions for Future Research................ 267 References.......................................... 267 9 A Narrative Inquiry into Professional Identity Construction and Development of English Teachers in Western China... 271 9.1 Introduction.................................... 271 9.1.1 Research Background....................... 271 9.1.2 Aims and Significance of the Study.............. 272

Contents xv 9.2 Literature Review................................ 272 9.2.1 Core Concepts in the Study................... 273 9.2.2 Theoretical Foundation...................... 275 9.2.3 Previous Studies........................... 278 9.3 Research Methodology............................ 284 9.3.1 Research Questions......................... 284 9.3.2 Research Subjects.......................... 285 9.3.3 Research Methods.......................... 285 9.3.4 Research Instruments........................ 287 9.3.5 Data Collection and Analysis.................. 288 9.4 Narrative Inquiry into EFL Teachers Professional Identity.... 288 9.4.1 Story of Amy: A Marginalised Participator......... 289 9.4.2 Story of Sarah: A Legitimate Marginal and Tired Participator....................... 294 9.4.3 Story of Diane: An Energetic Leader............. 300 9.5 Research Results and Discussions..................... 305 9.5.1 Results of Research Question 1................. 306 9.5.2 Result of Research Question 2................. 307 9.5.3 Result of Research Question 3................. 310 9.6 Conclusions.................................... 312 9.6.1 Major Findings............................ 312 9.6.2 Implications.............................. 314 9.6.3 Limitations and Suggestions................... 316 References.......................................... 317 10 A Study on the Relationship Between English Teachers Job Satisfaction and Job Burnout... 323 10.1 Introduction.................................... 323 10.1.1 Research Background....................... 323 10.1.2 Significance of the Study..................... 324 10.2 Literature Review................................ 325 10.2.1 Previous Studies on Job Satisfaction............. 325 10.2.2 Previous Studies on Job Burnout................ 331 10.2.3 The Relationship Between Job Satisfaction and Job Burnout........................... 338 10.3 Research Design................................. 339 10.3.1 Research Questions......................... 339 10.3.2 Pilot Study............................... 339 10.3.3 Research Subjects.......................... 339 10.3.4 Instruments............................... 340 10.3.5 Procedures of the Research.................... 341 10.3.6 Data Collection and Analysis.................. 342

xvi Contents 10.4 Results and Discussions............................ 342 10.4.1 The General Situation of English Teachers Views About Job Satisfaction.................. 342 10.4.2 The General Situation of English Teachers Views About Job Burnout.................... 345 10.4.3 The Correlation Between English Teachers Job Satisfaction and Job Burnout............... 348 10.4.4 Relationships Between Dimensions of Job Satisfaction and Those of Job Burnout.................... 349 10.5 Conclusion..................................... 350 10.5.1 Main Findings............................ 350 10.5.2 Implications.............................. 351 10.5.3 Limitations............................... 353 10.5.4 Suggestions for Future Study.................. 353 References.......................................... 354 Appendix 1: Letter of Consent... 359 Appendix 2: Teacher Su s Reflective Journal... 361 Appendix 3: The Full Spelling of the Abbreviations... 363 Appendix 4: The Questionnaire on Pre-service English Teachers Reflection on Practicum (Pre-test)... 365 Appendix 5: The Interview Protocol on Pre-service English Teachers Practicum (Pre-test)... 367 Appendix 6: The Questionnaire on Pre-service English Teachers Reflection on Practicum (Post-test)... 369 Appendix 7: The Interview Protocol on Pre-service English Teachers Practicum (Post-test)... 371 Appendix 8: The Interview Protocol with Instructors in the Middle School and at the University... 373 Appendix 9: Guidelines for Writing Teaching Reflection Journals... 375 Appendix 10: Guidelines for Writing About Dilemma... 377 Appendix 11: Some Hints for Facilitating Group Discussion... 379

Contents xvii Appendix 12: Guiding Principles for Teacher Learning During Practicum.... 381 Appendix 13: Transcripts of the Selected Data... 383 Appendix 14: Questionnaire on Teachers Sense of Efficacy... 393 Appendix 15: Interview Protocols with In-service Teachers and Pre-service Teachers... 395 Appendix 16: Questionnaire on the Participants Personal Information... 397 Appendix 17: Post-lesson Interview Protocol with the Participants (1)... 399 Appendix 18: Post-lesson Interview Protocol with the Participants (2)... 401 Appendix 19: A Sample of the Teachers Narrative Interview... 403 Appendix 20: Questionnaire on Participants Understanding of Teacher Learning in Communities of Practice... 405 Appendix 21: Interview Protocols with the Participants.... 407 Appendix 22: Transcripts of the Interviews with the Focal Teachers... 409 Appendix 23: Transcripts of the Interview with the Dean of School of Foreign Languages... 415 Appendix 24: Narrative Interview with the Dean of School of Foreign Languages about Teacher Learning in Communities of Practice... 417 Appendix 25: Interview Protocol with the Participant Teachers... 419 Appendix 26: Interview Protocol with the Students... 421 Appendix 27: The Researcher s Class Observation Fieldnote... 423 Appendix 28: Transcripts of Teachers Interviews.... 425

xviii Contents Appendix 29: Questionnaire on English Teachers Job Satisfaction and Job Burnout... 433 Appendix 30: Interview Protocol About English Teachers Job Satisfaction and Job Burnout... 437

List of Figures Figure 3.1 Eby s reflective model (Eby 1994: 14)................. 47 Figure 3.2 LaBoskey s reflective process (LaBoskey 1993: 28)....... 48 Figure 3.3 Rodgers reflective cycle (Rodgers 2002)............... 48 Figure 3.4 McTarggert and Kemmmis reflective process (as cited in Bartlett 1990: 209)...................... 49 Figure 3.5 Edwards and Brunton s reflective process (Edwards and Brunton 1993: 158).................... 50 Figure 7.1 Tyler s (1949) model of curriculum development......... 195 xix

List of Tables Table 3.1 The information about the participants................. 52 Table 3.2 Total number of data collected...................... 53 Table 3.3 Total number of frequency of repetition before and after reflection..................................... 59 Table 4.1 A collaborative model............................ 78 Table 4.2 Research instruments............................. 83 Table 4.3 Summary of dilemmas............................ 86 Table 5.1 Description of the general level of in-service teacher efficacy...................................... 127 Table 5.2 Frequency of low, medium, and high efficacy and the percentage in the total sum................... 127 Table 5.3 Efficacy of in-service teachers with different educational degrees...................................... 129 Table 5.4 Description of in-service teacher efficacy for different years of teaching experience........................ 130 Table 5.5 Description of the general level of pre-service teacher efficacy...................................... 131 Table 5.6 Frequency of low, medium, and high efficacy and the percentage in the total sum................... 132 Table 5.7 Description of pre-service teacher efficacy at different grades....................................... 135 Table 5.8 Description of pre-service teacher efficacy in terms of gender..................................... 137 Table 5.9 Description of teacher efficacy of pre-service teachers with or without teaching experience.................. 138 Table 5.10 Correlation between pre-service teacher efficacy Table 5.11 and demographic characteristics..................... 140 Comparison between the in-service and pre-service teacher efficacy................................. 142 Table 6.1 Description of teacher participants.................... 167 Table 6.2 Description of student participants................... 167 xxi

xxii List of Tables Table 6.3 Teacher expectations for each class................... 170 Table 6.4 Expectations of teachers within different groups.......... 171 Table 6.5 Student prior achievement with different teacher groups..... 171 Table 6.6 Results of comparing student prior achievement between teacher groups........................... 171 Table 6.7 Comparisons of teacher expectations between teachers of different age................................. 172 Table 6.8 Comparisons of teacher expectations between teachers Table 6.9 with different work experience...................... 173 Comparisons of teacher expectations between teachers with different educational background................. 173 Table 7.1 Teachers reasons for interactive decisions.............. 198 Table 7.2 Personal information about participants................ 205 Table 7.3 Factors affecting teachers planning decisions............ 209 Table 7.4 Information about students that influences teachers planning decisions.............................. 210 Table 7.5 Role models and the major impacts................... 216 Table 7.6 Participants in-service professional development experience.................................... 217 Table 7.7 The main profiles of the teachers beliefs............... 221 Table 7.8 Identified principles affecting planning decisions.......... 223 Table 7.9 Routines in teachers interactive teaching............... 226 Table 7.10 Interactive decision-making during lessons.............. 228 Table 7.11 Identified maxims affecting interactive decision-making..... 230 Table 8.1 The participant teachers personal information........... 248 Table 9.1 Basic information about the subject teachers............. 285 Table 10.1 Structures of job satisfaction....................... 326 Table 10.2 Basic information about the subjects.................. 340 Table 10.3 Descriptive statistics concerning job satisfaction.......... 343 Table 10.4 Descriptive statistics concerning job burnout............ 346 Table 10.5 Table 10.6 The correlations between each dimension of job satisfaction and job burnout........................ 348 The results of stepwise regression on each scale of job burnout................................. 349

List of Appendices Appendix 1: Letter of Consent... 359 Appendix 2: Teacher Su s Reflective Journal... 361 Appendix 3: The Full Spelling of the Abbreviations... 363 Appendix 4: The Questionnaire on Pre-service English Teachers Reflection on Practicum (Pre-test)... 365 Appendix 5: The Interview Protocol on Pre-service English Teachers Practicum (Pre-test)... 367 Appendix 6: The Questionnaire on Pre-service English Teachers Reflection on Practicum (Post-test).... 369 Appendix 7: The Interview Protocol on Pre-service English Teachers Appendix 8: Practicum (Post-test)... 371 The Interview Protocol with Instructors in the Middle School and at the University... 373 Appendix 9: Guidelines for Writing Teaching Reflection Journals... 375 Appendix 10: Guidelines for Writing About Dilemma... 377 Appendix 11: Some Hints for Facilitating Group Discussion... 379 Appendix 12: Guiding Principles for Teacher Learning During Practicum... 381 Appendix 13: Transcripts of the Selected Data.... 383 Appendix 14: Questionnaire on Teachers Sense of Efficacy... 393 Appendix 15: Interview Protocols with In-service Teachers and Pre-service Teachers... 395 Appendix 16: Questionnaire on the Participants Personal Information.... 397 Appendix 17: Post-lesson Interview Protocol with the Participants (1)... 399 Appendix 18: Post-lesson Interview Protocol with the Participants (2)... 401 Appendix 19: A Sample of the Teachers Narrative Interview... 403 Appendix 20: Questionnaire on Participants Understanding of Teacher Learning in Communities of Practice... 405 Appendix 21: Interview Protocols with the Participants... 407 Appendix 22: Transcripts of the Interviews with the Focal Teachers... 409 xxiii

xxiv List of Appendices Appendix 23: Transcripts of the Interview with the Dean of School of Foreign Languages.... 415 Appendix 24: Narrative Interview with the Dean of School of Foreign Languages about Teacher Learning in Communities of Practice... 417 Appendix 25: Interview Protocol with the Participant Teachers... 419 Appendix 26: Interview Protocol with the Students... 421 Appendix 27: The Researcher s Class Observation Fieldnote... 423 Appendix 28: Transcripts of Teachers Interviews... 425 Appendix 29: Questionnaire on English Teachers Job Satisfaction and Job Burnout.... 433 Appendix 30: Interview Protocol About English Teachers Job Satisfaction and Job Burnout... 437