EFL SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF THE SIGNIFICANCE OF THEIR INTERACTIONS IN COMMUNITIES OF PRACTICE
Keywords
DOI:
https://doi.org/10.34238/tnu-jst.14906Abstract
This study investigates EFL secondary school teachers’ perceptions of the significance of their interactions in the Communities of Practice. The study employed an exploratory sequential mixed-method design, grounded in Situated Learning (Lave & Wenger, 1991) and Dialogical Self (Hermans, 2001) Theories. To ensure integration, a nested sampling design was utilized, involving 100 randomly selected EFL teachers from a population of 1,469 in Dong Thap province. From this group, eight participants were sub-selected through convenient sampling for in-depth interviews. The procedure followed a building approach, where initial qualitative themes established the framework for a 15-item, online 5-point Likert scale questionnaire. Thematic analysis was utilized to look at qualitative responses, while IBM SPSS Statistics 20 was employed to analyze quantitative data for descriptive statistics. The findings showed that the participants’ interactions in Communities of Practice were significantly recognized in boosting their pedagogical knowledge development, figuring out measures for their classroom critical incidents, and enhancing their desires for further education. To scrutinize, professional interactions catalyze EFL teachers’ development; thus, fostering interactive environments enhances both the quality of teaching and their career path.Downloads
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