چکیده:
shared responsibilities such as mentoring, instruction, learner
monitoring and classroom management enable the peers to
observe, review, reflect on and learn from the overall practical
professional expertise of one another through collegial
instruction experience. The present exploratory case study has
attempted to study collegial teaching as an innovative
instruction model (as an alternative to solo-based instruction
models) in a General Business English course in SAPco (An
automotive part supplier in Iran). To this end, the researcher has
mainly tried to concentrate on two expert business English
teachers' perceptions concerning their experience of collegial
teaching for business English courses, observing their
reflections before and after the course, to focus on the possible
impacts of this type of instruction on their pedagogical
knowledge as language teacher. As a result, as it is indicated in
overall reflections of the participant colleagues, collegial
instruction is believed to lead toward a more efficient
transferability and development of teachers' pedagogical
knowledge than what can take place as a result of individually
run traditional practices. Moreover, this type of instruction can
be a rather cost-effective and timesaving alternative to
traditional OJT (on the job training) courses for teacher
development authorities and curriculum developers who are
concerned about and willing to promote professional
development of their teachers
خلاصه ماشینی:
"Results According to the findings of the present case study, as an answer to the first research question, both participant colleagues were ,mainly, pedagogically concerned about the pace of the class, discipline in the classroom , freely adopting instructional creativity in the classroom , instructor's confidence, equal and fair participation opportunities for the instructors , successful class management and appropriate lesson plan deployment.
As it is listed in the tables(4&5), extracted from the interview coding and content analysis, both teachers seemed to be concerned about issues such as time management, assigned responsibility accomplishment, freedom to employ creativity, confidence and discipline in a collegially instructed classroom.
To adopt discipline 90% Discussion After analyzing the participant colleagues' responses to the pre-and post session interview questions and their comparative analysis with the observation results primarily demonstrates language teachers' instructional concern " pedagogical concerns" before employing an alternative instruction model instead of their routinely practice type.
In other words, when the participants of the present case study were initially asked to attend such a program they stated their concerns about appropriateness of time management and its affect on the pace of the class, the ethical conflicts of both colleagues particularly since ethical issues are subject to inflexibility and resistance, probable imbalance between teach colleague's talking time opportunity and finally probability of using disorganized lesson plans and the likely consequent unpreparedness of the participant colleagues during the collegial instruction."