In the Ethiopian TDT study, novice teachers performed as well as facilitators in designing communicative English lessons¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Findings from the Ethiopian study showed novice teachers performed as well as facilitators, despite factors hindering teacher learning in the first cycle. → Joke Voogt 2015

Evidence¶

Joke Voogt 2015¶

Joke Voogt, Therese Laferrière, Alain Breuleux, Rebecca C. Itow, Daniel T. Hickey, Susan McKenney (2015). Collaborative design as a form of professional development. Instr Sci (2015) 43:259-282. https://doi.org/10.1007/s11251-014-9340-7

q2 · i? · design · r2

Design-research study (Anto 2013) in a remote Ethiopian university where facilitators and novice teachers collaboratively designed communicative English lessons; the article reports the novice-versus-facilitator finding descriptively, with no test statistics or effect sizes.

"in the Ethiopian study, the parallel involvement of facilitators in regular teaching and training activities, and shortage of time were considered factors hindering teacher learning in the first cycle. The findings showed that novice teachers performed as well as facilitators."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

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