Lesson co-planning: Joint Efforts, Shared Success

  • Laura Carreño Bolívar Universidad de La Sabana
  • Luz Stella Hernandez Ortiz Universidad de La Sabana
Keywords: Lesson planning, teacher collaboration, professional development, planning resources, teaching practices

Abstract

The present article reports the results of a qualitative research study conducted at a higher education institution in Bogotá Colombia. The study aimed at examining the lesson planning practices conducted by English language teachers at the proficiency program of the institution. The participants were a mix of the mentors in charge of each level and teachers who agreed on being part of the study. Data was collected through two online surveys and one semi-structured interview; three categories were obtained from the data analysis; they focus on the planning stages, the impact of co-planning on teachers´ performance and the role of resources for lesson planning. The findings suggest that lesson planning collaboration among teachers provides them with the opportunity of improving their practices, and helped participants identify professional strengths and weaknesses.

Downloads

Download data is not yet available.

Author Biographies

Laura Carreño Bolívar, Universidad de La Sabana

Laura Carreño Bolívar holds a BA in Modern Languages and a Master’s degree in Applied Linguistics to TEFL from Universidad Distrital Francisco José de Caldas (Bogotá, Colombia). She has been an English teacher for over twelve years in different higher education institutions holding numerous positions. Laura has been a speaker in numerous national and international academic events and has also led teacher-training projects. Her research interests include Teachers´ Professional Development, Intercultural Competences and CLIL.

Luz Stella Hernandez Ortiz, Universidad de La Sabana

Luz Stella Hernandez Ortiz studied Modern Languages at Universidad Industrial de Santander and holds a Master’s degree in Education with emphasis on English Didactics from Universidad Externado de Colombia. She has worked in the teaching field for about 20 years and she is currently working at Universidad de La Sabana as a teacher and Academic Programs Director of the Department of Foreign Languages and Cultures.

References

Benson, P., & Nunan, D. (2005). Learners’ stories: difference and diversity in language learning. Cambridge: Cambridge Language Teaching Library.

Charmaz, K. (2006). Constructing grounded theory. Thousand Oaks, CA: Sage.

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Approaches (3rd Edition). Thousand Oaks, CA: Sage.

Diaz-Maggioli, G. (2004). Teacher Centered, Professional Development. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Earley, P. & Kinder, K. (1994) Initiation Rights. Effective Induction Practices for New Teachers. Slough: National Foundation for Educational Research.

Harmer, J. (2001) The practice of English language teaching. Essex: Pearson Education.

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (Laureate Education, Inc., custom ed.). San Francisco: John Wiley & Sons.

Merriam. S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Patton, M. (1990). Qualitative Evaluation and Research Methods, 169–186. https://doi.org/10.1002/nur.4770140111

Saraswati, V. (2004). English Language Teaching: Principles and Practice. Himayatnagar, HD: Orient Longman Private Limited.

Seliger, H. & Shohamy, E. (1989). Second language research methods. Oxford: OUP.

Smith, S. C., & Scott, J. J. (1990). The collaborative school: A work environment for effective instruction. Eugene, OR.: Clearinghouse on Educational Management, University of Oregon, and Reston, VA.: National Association of Secondary School Principals.

Smith, P. & West-Burnham, J. (1993). Mentoring in the Effective School. Harlow: Longman.

Randall, M. and B. Thornton. (2005). Advising and supporting teachers. Cambridge: Cambridge University Press.

Richards J. C. & Bohlke, D. (2011). Creating Effective Language Lessons. Retrieved from http://www.cambridge.org/other_files/downloads/esl/fourcorners/Pedagogical_Books/Creating-Effective-Language-Lessons-Combined.pdf

Richards, J., & Farrell, T. (2011). Practice Teaching: A Reflective Approach. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139151535

Smith, P.; West-Burnham, J. (1993). Mentoring in the effective school. Harlow: Pearson Education.

Ur, P. (2009). A course in language teaching: practice and theory. 176-177. https://doi.org/http://dx.doi.org/10.1017/CBO9780511732928.011

Woodward, T. (2001). Planning lessons and courses. Cambridge: Cambridge University Press.

Zohrabi, M. (2013). Mixed Method Research: Instruments, Validity, Reliability and Reporting Findings. Theory and Practice in Language Studies, 3, 254-262. http://dx.doi.org/10.4304/tpls.3.2.254-262
Published
2018-01-23
How to Cite
Carreño Bolívar, L., & Hernandez Ortiz, L. S. (2018). Lesson co-planning: Joint Efforts, Shared Success. GiST Education and Learning Research Journal, (15), 173-198. https://doi.org/https://doi.org/10.26817/16925777.395