WHEN EFL TEACHERS INQUIRE IN A TEACHER STUDY GROUP

Abstract

This research project explored the shared learning that took place over one year among non-native English graduate students engaged in a voluntary teacher inquiry group formed to encourage the professional development of EFL (English as a Foreign Language) teachers. The study aimed to examine and document how the group interaction patterns fostered professional development and enhanced the understanding of language teaching and learning theories. The researchers have analysed the data using hermeneutic- reconstructive analysis, which involves the articulation of implicit features of meaning, such as meaning fields and validity claims, into explicit forms. As a result, a cyclical pattern was discovered that characterised the group dynamics. This pattern mirrored findings published as ‘the inquiry cycle’ (Harste, Short and Burke, 1988). This interaction patterns demonstrated how teaching philosophies and practices mostly initiated in the western countries can best be reshaped and negotiated in cross-cultural EFL teaching.