1. Seeing how language teachers grow professionally: A multi case study of teacher learning to teach English
By: Associate Professor Sumalee Chinokul, Ph.D.
Department of Curriculum, Instruction, and Educational Technology, Faculty of Education
Chulalongkorn University
Oral Presentation
for Hong Kong Self Access Association Meeting (HASALD)
April 6, 2011

2. Agenda Rationale Research questions Research methodology
Samples of findings
Conclusion

3. Rationale
As a teacher educator, with the role of ‘teacher of the teacher’, I have employed the training concept to prepare for the prospective EFL teachers in the way that the methodology course should be more developmental—rather than training-oriented. With this orientation, two main queries are posted:
How can I help my students who are teacher-in-preparation to be well equipped with critical thinking and problem solving skills so that they can pursue their teaching in a suitable manner with reasonable thoughts and not just simply copy from others without any rationales? And
Is there any way to be certain that my students can apply what they have learned in the methodology course and carried out the main concepts into good use in their actual classroom? If so, can my students still be able to develop themselves to be professional teachers after they graduated from the program?

4. From this initial thought, I conducted and completed my baseline research to compare the differences between the expert and non-expert teachers.
The research entitled: A Comparative Study of Learning Process to Teach through Reflective Teaching to Develop a Model of Learning to Teach English: A Multi-case Study of Expert and Non-expert Teachers.
This research was supported by the research grant by The Faculty of Education, Chulalongkorn University in 2004 and was received a research award given by the Thailand Research Funds in 2005.

5. From this research I developed two important research outputs:
the instructional model of learning to teach English; and
a set of indicators for measuring expertise in teaching English as a foreign language.

6. In addition, I published an article on ‘Expert and Non-expert Teachers: Do They Use Different Processes while Learning to Teach?’ in chapter 3 (pp.21-34) of the book Language Teacher Research in Asia edited by Thomas S. C. Farrell.
This book was published by Teacher of English to Speakers of Other Languages, Inc., Alexandria, Virginia, USA in 2006.

7. This presentation is based on the research which is funded by the Thailand Research Funds and Office of the Higher Education Commission under the research title: Development of EFL Teaching Skills: Knowledge from Methodology Course to Real Classroom Practice

8. Research objectives
1. To study and confirm the effectiveness of the instructional model of learning to teach English developed by the researcher whether it can be used as a knowledge base for the beginning teachers to apply as a tool for their professional development.
2. To explore the patterns guiding the beginning teachers in their professional development in their first year entry in a real teaching setting after they had completed the methodology course.
3. To observe and investigate into the changes they may have made in terms of their teaching performance, their teaching awareness, the reflection skills, and their beliefs by comparing these aspects observed and recorded at the time they studied the methodology course and those observed and recorded from their actual classroom teaching at the university level.
It is the researcher’s intention, in this present study, to conduct a follow-up study with three main underlining purposes so that it would allow the researcher
1) to revise the instructional model of learning to teach English, make possible adjustments to a set of indicators for measuring expertise in teaching English as a foreign language and implement them with a new sample group. Through this implementation and the process of revising the instruments, it is hope that the model as well as the indicators could be expanded to cover the professional development scheme. Thus in revising the model the researcher do not simply replicate the model but would revise the model to be more precise and appropriate to use for teacher preparation within the Thai context and more importantly is to observe the potential of the model to use as a tool for teaching professional development; 2) to continue her exploration of how graduates from the methodology course would cope with their first year entry as professional EFL teachers in the real academic settings; and
3) to investigate whether there is any evidence which can relate or reflect that they somehow be able to apply their knowledge gained from the course when they teach actual class in the institutions.

9. Research questions
1. What sources of knowledge should EFL beginning teachers be prepared in the methodology course?
2. To what extent do the supports given by the institutions affect the way EFL beginning teachers teach in an actual class at their institute?
3. To what extent do the changes observed from their teaching performance in methodology course and the actual teaching performance in their institutions reflect how the beginning teachers apply what they may have learned from the methodology course?
4. How do the beginning teachers develop their English teaching skills during their first year entry into the profession?

10. Definition of Terms
1. Development of Teaching Skills
refers to the process of how key informants learn to construct, deconstruct or reconstruct to translate new insights and alternative scenarios into his/her teaching practice and experience. The process was assessed based on the four dimensions of impact on teacher development which Borg (2009) adapted from Kirkpatrick (2006):
Reactions (feeling or action after training or instruction)
Reflection, metaphor and teaching awareness
Learning (changes in beliefs, knowledge and skills)
Theoretical concepts, teaching skills
Results (effect on themselves and the organization).
Knowledge sharing within the organization stemming from individual and collective teachers’ knowledge creation e.g. Self development as teacher, feedbacks given or taken from the institute with regard to professional development
Behavior (application of new ideas over time)
changes in teaching patterns
2. Teaching skills
means the ability to teach which is measured by the criteria to measure expertise in teaching EFL created by the researcher in her previous study (Chinokul, 2004). The evaluation was done in three main areas: 1) professional knowledge and understanding; 2) professional skills and abilities; and 3) professional value and personal commitment.

11. 3. Knowledge from the methodology course
focuses on the evaluation on the knowledge which the key informants may have gained from participating the methodology course. The knowledge is viewed in 3 aspects:
3.1 Theoretical knowledge
refers to the theoretical knowledge which is the foundation of teaching English concerning view of language learning, view of social context of language and view of teaching and teacher.
3.2 Reflective teaching
refers to the view in which the teacher has with regard to the teaching and the theoretical and pedagogical concerned with how they teach and what the classroom action that they have been observed. This reflective teaching was measured based the reflective ability examined by their recorded their thoughts in weekly teaching methodology notebook as a reflection of what they learn each week
3.3 Teaching awareness
means the ability to recognize, react or make adjustment to the important elements which could influence the teaching and learning situation (Freeman, 1989; van Lier, 1995).

12. 4. The actual teaching performance
refers to the teaching behaviors of the key informant in the class where he/she is the main instructor.
The ability include the use of visual aids, writing objectives of the lesson, designing tasks, the way they organize and link the activities or tasks, the way he/she uses to evaluate the lesson, the chance for the students to practice the necessary skills for communication

13. Population
The population of this study is the graduate students who study Master Degree and doctorate students who study in the English as an International Language Program, Graduate school, Chulalongkorn University and who enroll in methodology course.
The case studies
Four English teachers who enrolled in the English language methodology course and were recruited as EFL instructors in higher education institutes in Bangkok were selected as case studies. Two of them were graduated with Ph.D. and the other two were MA graduates.
They were given names as Buasai, Aster, Tulip and Soithong.

14. Research Design
This research was naturalistic, longitudinal comparative case studies.
The study was conducted to compare the teaching performances of the 4 key informants from their methodology course and followed them up to how they performed in their workplace at their actual classrooms.
Series of action research cycles were conducted in an integrated manner to tightly link rigorous qualitative work that would documents the content of education coursework with rigorous and refined measures to track the course impact.

15. Figure 1: Professional development: An integrated research development design of professional learning and pedagogical success of early career teacher

16. Action Research Cycle 1
Learning to be an EFL teacher in the methodology course
Main study was conducted in June-September 2005 and June-September 2006.
After that reviews had been taken to confirm and refine the model every time the course was offered in the first semester during June-September 2007, 2008, 2009 and 2010.

17. Research method employed: Expected research output:
Purpose:
To identify knowledge base in language teaching methodology course
Key question sought:
Research Question 1: What sources of knowledge should EFL beginning teachers be prepared in the methodology course?
Research method employed:
R&D, documentary research, exploratory research
Expected research output:
Instructional model where discrete elements of knowledge the course participants learn in terms of knowing about, knowing how, and knowing to
Action taken:
A TEFL pedagogy and professional practice model and indicators were revised from the previous model conducted in Chinokul (2004) and validated.

18. Table 1: Action Research Cycle 1 Phase 1:
Research and Development of
the Model of English Language Teacher Preparation Course
Research 1 : Document research to synthesize the EFL teacher preparation model:
R1.1: Studying, analyzing, and synthesizing the model of EFL teacher preparation as used in general;
R1.2: Re-conceptualizing the model by validating the instructional process based on the model;
1 Validating and improving the instructional process in the model by experts;
2 Validating and improving the instructional process in the model by pilot study.
Development 1: Developing instructional steps within the constructed model:
D1.1: Develop the instructional process based on the model of English language teacher preparation course
D1.2: Develop the revised instructional process based on the model of English language teacher preparation course.

19. R2.2: Preparing the validation research procedures;
Table 2: Action Research Cycle 1 Phase 2:
Research and Development of the indicators of
TEFL professional practice to be used in the TEFL Preparation Course
Research 2: Based on the factor analysis form the empirical data drawn from the my previous study, the indicators of TEFL professional practice were reviewed and refined:
R2.1: Studying, analyzing, and synthesizing the possible elements of TEFL professional practice;
R2.2: Preparing the validation research procedures;
2.1 Setting up criteria for experts.
2.2 Developing the evaluation forms validation;
R2.3 Revising the indicators
Development 2: Constructing the TEFL professional practice indicators based on the data emerged:
D2.1: Creating the framework of TEFL professional practice indicators;
D2.2: Constructing the scoring rubric for each of the indicators for practical purposes; and other research instruments
D2.3: Adjusting the information appeared in scoring rubric.

20. Table 3: Action Research Cycle 1 Phase 3:
Research and development of knowledge base of teacher preparation course
Research 3: Implementing the course based on the model:
R3.1: Implementing the instructional process based on the model in the methods course;
R3.2: Observing and interpreting the teaching performance of the students from peer teaching assigned as part of the requirement of the course.
Development 3: Identifying and creating the knowledge that the course participants gained from the course:
D3.1: Identifying what seems to be the knowledge base in language teaching methodology course based on the model and the indicators in terms of knowing about, knowing how, and knowing to.
D3.2: Creating a description of what seems to be the knowledge base of the course after revision.
Then the mapping was created to the content and teaching and learning process in the course.

21. Findings for Research Question 1:
Knowledge base to be implemented in the methodology course to prepare EFL beginning teachers

22. Figure 2: TEFL expertise indicators

23. From the Indicators to the knowledge base
Domain 1: Professional knowledge and understanding
Component 1: Demonstrate knowledge in the language teaching principle
Performance indicator:
1. Understanding the linguistic systems of English phonology, grammar, and discourse.
2. Comprehensively grasp basic principle of language learning and teaching.
3. Understanding the close connection between language and culture
4. Keep up with the fled through regular reading and conference / workshop attendance
5. Have fluent competent in speaking, writing, listening to and reading English.
6. Have a well-thought-out, informed approach to language teaching.

24. Domain 2: Professional skills and abilities
Component 2.1: Classroom-based teaching skills
Performance indicator:
7. Understanding and use a wide variety of techniques.
8. Efficiently design and execute lesson plan.
9. Stimulate interaction, cooperation, and teamwork in the classroom.
10. Use appropriate principles and classroom management.
11. Use effective and clear presentation skills.
12. Creatively adapt textbook material and other audio visual and mechanic aids.
13. Innovative create brand new material when needed.
14. Be aware of cross-cultural differences and sensitive to students’ cultural traditions

25. Performance indicator:
Component 2.2: Interest and caring about students
Performance indicator:
15. Monitor lesson as they unfold and make effective mid lesson-alteration.
16. Effectively perceive students’ linguistic needs.
17. Give optimal feedback to students
18. Use interactive, intrinsically motivating techniques to create effective tests.
Component 2.3: Interpersonal skills
19. Enjoy people, show enthusiasm, warmth, rapport, and appropriate humor.
20. Value the opinion and abilities of students.
21. Offer challenges to students of exceptionally high abilities.
22. Cooperate harmoniously and candidly with colleagues.
23. Seek opportunities to share thoughts, ideas, and techniques.

26. Domain 3: Professional value and personal commitment
Component 3.1: In search of excellence
Performance indicator:
24. Be well organized, conscientious in meeting community and development.
25. Manage an inquisitive mind in trying out new ways of teaching.
26. Set short-term and long-term goals for continuous professional growth.
27. Maintain and exemplify high ethical and moral standards.

27. Table 4: Sample from Domain 1, Level of performance indicator 1: Understanding the linguistic systems of English phonology, grammar, and discourse
Level of performance
Element
Unsatisfactory
Basic
Proficient
Distinguished
Knowledge of content in English language systems
Teacher makes substantial errors or does not master important elements of grammar, lexis, phonology and function of the English language
Teacher displays basic content knowledge of grammar, lexis, phonology and function of the English language but cannot articulate connections with other parts of the discipline or with other disciplines
Teacher displays solid content knowledge of grammar, lexis, phonology and function of the English language and make connections between the content and other parts of the other disciplines.
Teacher displays extensive content knowledge of grammar, lexis, phonology and function of the English language with evidence of continuing pursue of such knowledge.

28. Table 5: Sample Domain 2, Level of performance indicator 9: Stimulate interaction, cooperation, and teamwork in the classroom.
Level of performance
Element
Unsatisfactory
Basic
Proficient
Distinguished
Instructional groups; expectations for learning and achievement
Instructional groups do not support the instructional goals and offer no variety; Instructional goals and activities, interactions, and the classroom environment convey only modest expectations for student achievement.
Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety; Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement
Instructional groups are varied, as appropriate to the different instructional goals; Instructional goals and activities, interactions, and the classroom environment convey achievement.
Instructional groups are varied, as appropriate to the different instructional groups. There is evidence of student choice in selecting different patterns of instructional groups; Both students and teacher establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning

29. Table 6: Sample Domain 3, Level of performance indicator 25: Manage an inquisitive mind in trying out new ways of teaching.
Level of performance
Element
Unsatisfactory
Basic
Proficient
Distinguished
Use in future teaching
Teacher has no suggestions for how a lesson may be improved another time.
Teacher makes general suggestions about how a lesson may be improved.
Teacher makes a few specific suggestions of what he or she may try another time.
Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probably successful of different approaches.

30. Outcome in terms of action
Figure 3 : Model of TEFL preparation course
Teaching expertise
input
Process
output/outcome
content
Material/ lesson plans
Student’s attributes and experience
Before practicum
theoretical learning
evaluating for
learning
theory into practice
Before teaching
Immediately after teaching
After teaching
Ideas for lesson adjustment
Reflective thinking
Deep learning applied to the content of the lessons
Outcome in terms of concepts
Outcome in terms of action
Teaching behavior
Reaction observed from the behavior when receiving feedback
Finish practicum
Pedagogical knowledge
Ethical knowledge
Content knowledge
Teaching skills

31. Action Research Cycle 2:
Exploring context to identify supports the key informants receive from the institutions.
Exploring supports given by the institutions which affect the way EFL beginning teachers teach in an actual class at their institutes.

32. Purpose:
To explore what seems to be contextual environment which can influent
the internal validity (what the study is actually about),
the external validity (to what other settings the findings can be applied) and
the reflexivity (the effect of the researcher on processes, interpretations, findings, and conclusion addressed)
Key question sought:
Research Question 2: To what extent do the supports given by the institutions affect the way EFL beginning teachers teach in an actual class at their institute?
Research method employed:
Case study & Qualitative research
Expected research output:
Belief in teaching and learning
Links between knowledge within different contexts
Action taken:
Exploring context of the institutions where the key informants teach

33. Action Research Cycle 2:
Exploring Context to identify to identify supports the key informants receive from the institutions (May - July 2007)
Action Research Cycle 2 Phase 1:
Research and development of plan and criteria for exploring sites and case studies

34. Table 7: Action Research Cycle 2 Phase 1:
Research and development of plan and criteria for exploring sites and case studies
Research 1: Document research to synthesize how to evaluate the context of the site visit to identify supports the key participants receive from the institution:
R1.1: Studying, analyzing, and synthesizing the literature on the context which may affect professional learning;
R1.2: Re-conceptualizing the data needed for site observation to draw on specific context which may contribute to professional learning;
R1.3: Preparing the research procedures:
1.3.1 Making contact with the persons involved and identifying the class visits;
1.3.2 Developing the instruments for collecting data;
1.3.3 Determining how the data can be transcribed to easier the analysis.
Development 1: Developing plan for evaluating site visits and case studies:
D1.1: Developing criteria to explore and evaluate the sites and context;
D1.2: Creating the observation form to collect teacher classroom-based performance;
D 1.3: Creating relevant research instruments
1.3.1: Sending official letters requesting for permission for class visits and the videotape recordings for later analysis;
1.3.2: Creating instruments for collecting teacher classroom-based performance
1.3.3: Converting the data into a more practical format for later analysis.

35. Data collection process to examine supports given by the institutes
October 2007
Interviewing the research participants for more in-depth of the classroom and institution contexts.
April & May, October 2008
Researching documents to identify the contexts of each institute in relation with the study
April & May, October 2009
Confirmations were sought to find trustworthy of the data.

36. Working Context Elicitation
The organizational culture
What are the institution’s goals and mission?
What is the institution’s management style?
What shared values do staff have?
What are the decision-making characteristics of the institution?
What roles do teachers perform?
How is teaching and other work planned and monitored?
What provision is made for staff development?
How are courses and curriculum planned?
How receptive is the institution to change and innovation?
How open are communication channels?

37. The teachers
Skills and qualifications
Support for teachers
Orientation
Adequate materials
Course guides
Division of responsibilities
Further training
Mentors
Feedback
The teaching process
Teaching model and principles
Maintaining good teaching
Monitoring
Observation
Identification and resolution of problems
Shared planning’ documentation and sharing of good practices
Self-study of the program
Evaluating teaching

38. The learning process
Understanding of the course
View of learning
Learning styles
Motivation
Support
The teaching context
Size and staff structure
Equipment
Support staff
Teacher work space
Teacher resource room
Teaching facilities
Class size

39. Findings for Research Question 2:
Supports given by the institutions
which affect the way EFL beginning
teachers teach in an actual class at
their institute

40. Information about facilities, advanced technology, physical environment of the institute contributing to the academic and professional learning

41. Figure 4: Patterns of supports from the institution
Teaching ability
Coaching or
mentoring
In-service
teacher
trainings
Orientations
The knowledge about EFL teaching and learning
Teaching in actual context
Teaching performance in Target situation

42. Figure 5: Coaching patterns
PULL
Listening
Challenging to work
Using open-ended questions
Feedback given
Giving suggestions
teaching
telling
Coach
Teacher
PUSH

43. Action Research Cycle 3:
Investigating possible patterns of how these four key informants grow professionally as EFL teachers
1st attempt of analysis: August September 2008
The analysis of teaching performance and relevant data emerged from methodology course;
2nd attempt of analysis: March – May 2009
The analysis of teaching performance and relevant data emerged from the actual classroom teaching when they have entered into the profession; and
3rd attempt of analysis: October – November 2009
Identification of possible changes in teaching patterns to respond to the research questions.
Framework used: Borg (2009) adapted from Kirkpatrick (2006): reactions (feeling or action immediately after training or instruction); learning (changes in beliefs, knowledge and skills); behavior (application of new ideas over time); and results (effect on the organization).

44. Research method employed: Expected research output:
Action Research Cycle 3
Purpose:
To establish pedagogical action patterns
Key question sought:
Research Question 3: To what extent do the changes of their teaching performance observed from methodology course and the actual teaching performance in their institutions reflect how the beginning teachers apply what they may have learned from the methodology course?
Research Question 4: How do the beginning teachers develop their English teaching skills during their first year entry into the profession?
Research method employed:
qualitative study
Expected research output:
Development of patterns of changes that they may have made in terms of beliefs, awareness and the progress of their teaching performances.

45. Action taken to answer research question 3:
Based on the framework of Assessing impact on teacher development which Borg adapted from Kirkpatrick (2006), the analysis taken from action research cycles 1, 2, 3 were drawn to answer research question 3. The four dimensions were discussed:
Reactions (feeling or action after training or instruction)
Reflection, metaphor and teaching awareness
Learning (changes in beliefs, knowledge and skills)
Theoretical concepts, teaching skills
Results (effect on themselves and the organization).
Self development as teacher, feedbacks given or taken from the institute with regard to professional development
Behavior (application of new ideas over time)
changes in teaching patterns
Classroom.com

46. Research instruments Lesson plan evaluation forms
Teaching development evaluation forms
Teaching observation checklists
Teachers’ belief inventories
Questionnaires
Semi-structured interview questions
Methodology notebook

47. Findings for Research question 3:
the changes of their teaching performance observed from methodology course and the actual teaching performance in their institutions reflecting how the beginning teachers apply what they may have learned from the methodology course?

48. Reactions
Reactions (feeling or action after training or instruction) based on reflection, metaphor and teaching awareness

49. Comparison of Tulip’s reflections between peer teaching and actual class teaching at the stage ‘before teaching’
Actual teaching
After taking my methodology course, I feel I have a heightened awareness of the theoretical foundations on second language teaching. I have gained more professional knowledge, reassessed my professional attitudes and values, built my confidence to try new ways in my classroom and I have done more reflective evaluation of my teaching practice. Before teaching, I think of the content and the sequencing of the lesson. A new chapter. How can I teach differently this time? What is my preliminary step? I ask myself. I draw inspiration from my methodology course. It feels good to be better informed about language teaching methods because I can make conscious choices, and fast. I should modify some of my practices for improvement and explore other alternatives. How about writing in group this time instead of individually or in pairs? I should read that chapter again. I might see the information at a different angle. There are only a few examples in the textbook. I need to look for more.
Peer teaching
First of all, I was racked by indecision and doubts as to what lesson I was to teach. There was also the difficulty of choosing the methodology that I was going to use. And then the many years of my teaching experience became like a burden. I felt an enormous pressure and I was overcame by unpleasant feelings. In fact, I was in this state for days and days. Finally, I said to myself, “I need to beat this. There’s no pulling back.

50. Figure 6: Sample of metaphor
Tulip
Peer teaching
A scientist putting various formulas to the test. A navigator, a traveler revisiting a places for a second look around, A chemist mixing different substances for best results
Actual class teaching
A creative designer, a facilitator, a mediator, a guide, a useful text/reference book/resource, an investor, not a lecturer, sometimes an audience seated in a balcony watching, reflecting…, a thirsty learner.

51. Comparison of Tulip’s teaching awareness between peer teaching and actual class teaching at the stage ‘after teaching’
After teaching peers
“It was a successful class,” I told myself. Force of habit, I guess. Each time I finish teaching, I take a moment to reflect on what has just happened in class and ask myself whether the class was a success or a failure. By this I mean, the totality of it all- the lesson, the learning process and the teaching process. I draw out the strengths and weaknesses of the entire phenomenon, savor and enjoy the feeling of success and figure out how to work on the weaknesses to ensure that they will not recur in the future.
After teaching students in actual class
“I am now more informed, so I do reflect on my teaching- my principles and techniques. I remember my methodology teacher’s comments in her checklist every time I reflect on my teaching: “Some of the students do not know anything about this” [Referring to the topic Impressionism in Art] ; “At first I was quite confused with the methods you were using. Perhaps you need to read content-based a bit more to clarify points –steps used”. I have kept them on my mind. I came to know about the four stages of instruction. They are preparing for content connections, developing the content orientation, expanding the content orientation and outcomes. Well, it is not a universal formula, but it promotes teaching awareness. “

52. Learning (changes in beliefs, knowledge and skills)
Theoretical concepts, teaching skills

53. Peer teaching Actual class teaching
Table 8: Frequencies of statements reflecting the beliefs in teaching EFL as perceived by the key informants.
Focus on language skills
Focus of rules of language
Focus on functions
Total
Peer teaching 5
(25%) 10
(50%) 20
(100 %)
Actual class teaching 7
(35%) 9
(45%) 4
(20%)
These research participants were focused more on fluency rather than accuracy; however the shift was observed in the actual class teaching where they turned to focus more on accuracy rather than fluency.

54. Table 9: Comparison of Tulip’s performance on Component 1: Classroom-based teaching skills
Indicators
Tulip
Peer teaching
Actual class teaching
1. Understanding and use a wide variety of techniques.
Proficient
Distinguished
2. Efficiently design and execute lesson plan.
3. Stimulate interaction, cooperation and teamwork in classroom.
4. Use appropriate principles and classroom management.
5. Use effective and clear presentation skills.
6. Creatively adapt textbook material and other audio, visual and mechanic aids.
7. Innovative create brand new material when needed.
8. Be aware of cross-cultural differences and sensitive to students’ cultural traditions.
Refer to scoring rubric for description of teaching performance

55. Views of teaching competence emerged in peer teaching
Teaching competence is. . .
Salient features include. . .
becoming a professional
planning ahead, knowing how to access resources, planning on tasks and time (Soithong and Tulip)
having sound knowledge base to facilitate learning
Salient features include: learning and applying the curriculum, using pedagogical strategies appropriate to students’ diversity (Buasai and Tulip)
being in control
Salient features include: dealing with behavior problems, running smoothly, having a “bank” of behavior management of what may work and what may not work in the classrooms (Buasai and Aster)

56. Views of teaching competence emerged in actual class teaching
Teaching competence is. . .
Salient features include. . .
creating networks and partnerships
ability to seek help from the mentors and other more experienced teachers, ability to interact with students both verbally and in writing (Soithong, Tulip, Buasai and Aster)
becoming a professional
showing confidence and enthusiasm in the role of English and other related matters, involvement and participation with community, institute and students’ activities, professionalism (Buasai, Tulip and Aster)
being self aware
being flexible enough to revise or restructure the original plan, becoming aware of the complexity of teaching profession and acknowledging that there are still many things to learn to be a good teacher and accepting that they are not yet competent , competence is something that is never completely achieves, but is that elusive condition that should be continually sought (Aster, Soithong and Tulip)

57. Behavior (application of new ideas over time)
Changes in teaching patterns
See structure of teaching

58. Figure 7 :Sample of how Tulip taught in peer teaching and actual class teaching

59. The following figures are more in-depth analysis of each stage appeared in Figure 7.

63. Results (effect on themselves and the organization)
Self development as teacher, feedbacks given or taken from the institute with regard to professional development were elicited from the interview.
Analysis was then carried out based on the framework on Individual and collective teachers’ knowledge creation (adapted from Nonaka and Takeuchi (1995)

64. √ Self report behavior Peer teaching Actual class teaching
Socialization: sharing tacit knowledge between individuals through joint activities
e.g. professional dialogue, peer coaching, study groups √
Externalization: articulating tacit knowledge in publicly comprehensible forms
e.g. composition of reflective journal, curriculum development, findings of collaborative action research, records of peer supervision and peer coaching, including lesson plans, observational notes
Internalization: internalizing and subsequently embodying explicit knowledge into actions, practices, processes and strategic initiatives
e.g. Self-reflection on readings for study group, review of research methods for conducting collaborative action research
Combination: Transforming explicit knowledge into a more complex and systemic sets of explicit knowledge
e.g. composition of literature for collaborate action research

65. Findings for Research question 4:
the patterns of how these beginning teachers develop their English teaching skills during their first year entry into the profession

66. Figure 10: The patterns of teacher development for these 4 case studies
Buisai
First year of survival
teaching
Aster
Maximizing quality from within
Tulip
Improving the qualities of being teacher researcher
Soithong
An adaptive expert who always tries out some innovative visuals and materials

67. Buasai—continuing to cope
overwhelmed
“I learn that there is so much to learn in my life and if I want to be a good teacher. I have to improve myself professionally (which is very hard to do so since I still can’t manage my time).”
first thing first
“I need to read and work harder first”
I need help
“The first time I got here with no teaching experience at all. I was invited to observe a class of foundation English 1. Just for 1.5 hours but it was a great opportunity observing and experienced one in class. I felt less stressed and more comfortable standing in front of a class. She gave me some useful techniques in dealing with lots of students in a small room. I thank for that.”

68. Tulip: Improving the qualities of being teacher researcher
Tulip expressed her goal(s) or career plans in the future as follows: “In three years’ time, my goal is to conduct research and seek publication of my findings in international journals. I also would like to present papers in EFL/ESL international conferences.”
She continued, “ In five years’ time, I hope to compile and/ or write one or two business English textbooks. I may try to teach in other institutions as well as a part-time teacher to see how things work outside [my institute]”.

69. Conclusion: Significance and Usefulness of the Study
Theoretical significance
a new body of knowledge may derive from the researcher’s initiation to put together a series of three action research cycles to elicit the data emerged from each cycle so as to enable the researcher to explain or describe the teaching phenomena or portrait the picture of what occur in the teachers’ life in their attempts to grow professionally in the EFL/ESL field.
Those who have highlight the gap between theory and practice, or lamented the lack of theoretical frameworks for understanding complex classroom processes, may find it interesting to consider whether the teacher-generated theory proposed in the study may provide a possible way forward. Academics in the area of classroom-based research who are interested in qualitative research and the kinds of results it can produce may realize the important of this kind of teacher generated data as a way to theorize the qualitative data emerged.

70. Pedagogical significance
The portraits or descriptions of some scenarios may probably be helpful for teacher educators to have a more closer look at what really happen when their students work and so this may help them re-conceptualize the teacher preparation program to better fit a framework which characterizes the development of expertise of EFL teachers.
The professional model which is aimed at the outcome of this research may be an example for the practitioners to follow; i.e., teacher trainers who wish to raise their trainees’ awareness of the complexity of classroom language teaching, and who may be seeking alternative frameworks for teacher-development program.
To help transition beginning teachers into the classroom and acculturate them to the specific institution setting and environment in which they will work.

71. Thank you for your participation!!!
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