A CASE STUDY OF AN ENGLISH TEACHER LEARNING COMMUNITY IN THAILAND

Authors

  • Hassakamol Duangmani

Keywords:

Teacher Learning Community, Instructional practice, Teacher Learning

Abstract

In Teacher Learning Community (TLC), teachers collaborate and support each other’s development. In this study, the learning and instructional practices of five public school English teachers were examined over the period of three months using observations, journals, and lesson plans while they were collaborating in one self-established TLC. Coding was used to analyze the data from all sources. The benefits of TLC on teacher learning and instructional practices were found. The English teachers in this study seemed to benefit when learning from online resources, during lesson plan sharing, and from classroom implementation. The findings also indicated that TLC improved the teachers’ instructional practices. The findings suggest the promotion of establishing TLC based on the interests of the members, rather than as a requirement. Due to the time constraints for face to face meetings, future research may explore how online collaboration may help overcome this challenge in TLC.

Author Biography

Hassakamol Duangmani

Master’s Degree Student, Department of Curriculum and Instruction                                                

Faculty of Education, Chulalongkorn University, Bangkok, Thailand        

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Published

2018-12-28

How to Cite

Duangmani, H. (2018). A CASE STUDY OF AN ENGLISH TEACHER LEARNING COMMUNITY IN THAILAND. An Online Journal of Education, 13(4), 94–107. Retrieved from https://so01.tci-thaijo.org/index.php/OJED/article/view/202192