English Australia Journal : English Australia Journal 28.2
Volume 28 No 2 16 English Australia Journal CONCLUSION In this article we have presented the initial findings of Phase One of an ongoing project aimed at embedding a choice-based professional learning program into the busy life of a language college. The initial results are very encouraging. It can be concluded that the program, initially developed for a context in Thailand, is relevant and proving effective in promoting a more sound and self-directed level of teacher learning in the local context. It has been a challenge for the academic manager to dedicate sufficient time to the program and there has been some concern from teachers over the time required for the self-study activity, however, these factors are not insurmountable and will be addressed in Phase Two. The second research question seeks to explore to what extent the program can improve the quality of life in the language classroom. The authors suggest that teacher feedback generated from the three different feedback mechanisms indicate a positive direction in improving teaching and learning in the classroom. Naturally, in Phase One of the PD cycle, the teachers have only had the option to participate in a limited number of activities. Future phases will offer a variety aimed at better meeting the needs of teachers’ own development and/or their learners’. It will also be important to include the students’ reactions to changes in the quality of life in the classroom. While this is a single case with a relatively small sample of teachers, it is considered representative in terms of the diversity of experience within the team. Academic managers seeking innovative solutions to the ongoing pressures to provide a professional workplace for their teachers should find sufficient encouragement here to initiate changes in their own college. REFERENCES Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113-41. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass. Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
English Australia Journal 30.1
English Australia Journal 28.1