Facilitator and peer support in collaborative curriculum design

Arkato Gendole Anto; Fer Coenders

doi:10.1007/978-3-030-20062-6_12

Facilitator and peer support in collaborative curriculum design

Arkato Gendole Anto, Fer Coenders^*

^*Corresponding author for this work

Instructional Technology

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

1 Citation (Scopus)

57 Downloads (Pure)

Abstract

This study investigated the effects of facilitator and peer support in collaborative curriculum design on English language teachers’ practice and learning of Communicative Language Teaching (CLT) and their students’ motivation in an Ethiopian university. The support had promising effects on teaching practice, student motivation, and CLT knowledge and beliefs of teachers in both support groups. Quantitative data analyses showed that teachers supported by peers had significantly better gains in their general CLT practice, but qualitative data analysis showed more comparable teacher learning gains across the two support groups. The study supported the conclusion that professional development in which teachers are supported by peers or facilitators in enacting innovative teaching practices seems promising.

Original language	English
Title of host publication	Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
Editors	Jules Pieters, Joke Voogt, Natalie Pareja Roblin
Publisher	Springer
Pages	205-223
Number of pages	19
ISBN (Electronic)	9783030200626
ISBN (Print)	9783030200619
DOIs	https://doi.org/10.1007/978-3-030-20062-6_12
Publication status	Published - 20 Sept 2019

Access to Document

10.1007/978-3-030-20062-6_12Licence: CC BY

Anto-2019-Facilitator-and-peer-support-in-colFinal published version, 353 KBLicence: CC BY

Cite this

@inbook{e32889b4fe044a78abdccc5a02d016ca,

title = "Facilitator and peer support in collaborative curriculum design",

abstract = "This study investigated the effects of facilitator and peer support in collaborative curriculum design on English language teachers{\textquoteright} practice and learning of Communicative Language Teaching (CLT) and their students{\textquoteright} motivation in an Ethiopian university. The support had promising effects on teaching practice, student motivation, and CLT knowledge and beliefs of teachers in both support groups. Quantitative data analyses showed that teachers supported by peers had significantly better gains in their general CLT practice, but qualitative data analysis showed more comparable teacher learning gains across the two support groups. The study supported the conclusion that professional development in which teachers are supported by peers or facilitators in enacting innovative teaching practices seems promising.",

author = "Anto, {Arkato Gendole} and Fer Coenders",

year = "2019",

month = sep,

day = "20",

doi = "10.1007/978-3-030-20062-6_12",

language = "English",

isbn = "9783030200619",

pages = "205--223",

editor = "Jules Pieters and Joke Voogt and {Pareja Roblin}, Natalie",

booktitle = "Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning",

publisher = "Springer",

}

Facilitator and peer support in collaborative curriculum design. / Anto, Arkato Gendole; Coenders, Fer.
Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. ed. / Jules Pieters; Joke Voogt; Natalie Pareja Roblin. Springer, 2019. p. 205-223.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - Facilitator and peer support in collaborative curriculum design

AU - Anto, Arkato Gendole

AU - Coenders, Fer

PY - 2019/9/20

Y1 - 2019/9/20

N2 - This study investigated the effects of facilitator and peer support in collaborative curriculum design on English language teachers’ practice and learning of Communicative Language Teaching (CLT) and their students’ motivation in an Ethiopian university. The support had promising effects on teaching practice, student motivation, and CLT knowledge and beliefs of teachers in both support groups. Quantitative data analyses showed that teachers supported by peers had significantly better gains in their general CLT practice, but qualitative data analysis showed more comparable teacher learning gains across the two support groups. The study supported the conclusion that professional development in which teachers are supported by peers or facilitators in enacting innovative teaching practices seems promising.

AB - This study investigated the effects of facilitator and peer support in collaborative curriculum design on English language teachers’ practice and learning of Communicative Language Teaching (CLT) and their students’ motivation in an Ethiopian university. The support had promising effects on teaching practice, student motivation, and CLT knowledge and beliefs of teachers in both support groups. Quantitative data analyses showed that teachers supported by peers had significantly better gains in their general CLT practice, but qualitative data analysis showed more comparable teacher learning gains across the two support groups. The study supported the conclusion that professional development in which teachers are supported by peers or facilitators in enacting innovative teaching practices seems promising.

UR - http://www.scopus.com/inward/record.url?scp=85085827081&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-20062-6_12

DO - 10.1007/978-3-030-20062-6_12

M3 - Chapter

AN - SCOPUS:85085827081

SN - 9783030200619

SP - 205

EP - 223

BT - Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

A2 - Pieters, Jules

A2 - Voogt, Joke

A2 - Pareja Roblin, Natalie

PB - Springer

ER -

Facilitator and peer support in collaborative curriculum design

Abstract

Access to Document

Other files and links

Cite this