Jun 1, 2018 - Non-English speaking college students using English as a Medium of ..... Language, power, and pedagogy: Bilingual children in the crossfire.
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Volume 9. Number 1. June 2018 1. June 2018 Volume 9.Volume Number9.1.Number June 2018
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Volume 9. Number 1. June 2018
Praxial Interlanguage Experience: Preservice Pedagogical Preservice Teacher’s Teacher’s Pedagogical Developing Communicative Intentionality Content Knowledge in Lesson Study ContentExperiential Knowledge and in Lesson Study Contemplative through Sudatip Hancherngchai, Rajabhat Phuket University, Thailand Sudatip Hancherngchai, Rajabhat Phuket University, Thailand Inquiry inJai-On International Education Julaluk Julaluk Jai-On Wipaporn Suttiamporn
Wipaporn Charlton Bruton,Suttiamporn Faculty of Education, Burapha University, Thailand Anong Wisessuwan Abstract: Pedagogical content knowledge (PCK) forms a knowledge base for teachers, guiding their Abstract: Pedagogical knowledge formsLesson a knowledge for teachers, guiding their Chalong Tubsree decisions and actions incontent classrooms (Ball et(PCK) al., 2008). study isbase processes for teacher decisions anddevelopment actions in classrooms (Ball et al., 2008). Lessondoing study and is processes for teacher2010). professional including collaboratively planning, seeing (Inprasitha,
Abstract: following reportsteacher’s on a research development dissertation thecollected language professional development including collaboratively doingcontext. and seeing (Inprasitha, 2010). This studyThe was analysedpaper preservice PCK and inplanning, lesson study Datainto were by learning experiences of Education students as they use English as a Medium of Instruction (EMI) at This study was analysed preservice teacher’s PCK in lesson study context. Data were collected by recording video tape and audio tape in classroom and were analysed by protocol analysis. The result an International College in Thailand. The purpose of the research is to improve classroom practice recording video audio tape in classroom andlesson were study analysed protocol analysis. The result revealed that; thetape firstand phase, preservice teacher and teambycreated mathematics problem by contextualizing language activities in accordance withlesson students’ language learning experiencesproblem revealed that; the first phase, preservice teacher and study team created mathematics situations, flow of lessons, materials and anticipated students’ ideas and difficulties. The second and reflexivity. “glocal” studentsand fromanticipated the Facultystudents’ of Education, University, situations, flowEight of teacher lessons, materials ideasBurapha and difficulties. Thefollowing second preservice collected, ordered and discussed students’ ideas inlearning classroom and then aphase, double degree program with an American university, explored their language experiences phase, preservice teacher collected, ordered and discussed students’ ideas in classroom and then summarized the lesson through these ideas. Moreover, she decided to paused some ideas that quite during three terms; Sumer Intensive English, Fall English she for Academic Purposes, and Spring summarized the lesson through these ideas. Moreover, decided to paused some ideas that quite difficult for others. And the third phase, preservice reflected to students’ ideas and difficulties, Contemplative Education. In addition, the preservice “insider” teacher-practitioner inquiry was conducted from difficult for others. And the third phase, reflected to students’ ideas and difficulties, sequences of lessons, so on. an HRD perspective bymaterials combiningand various qualitative methods, gathering data from Experiential and sequences of lessons, materials and so on. Contemplative classroom activities. The data was analyzed and categorized into three perspectives; Keywords:subjective, Pedagogical content knowledge, Lessonand Study, Preservice teacherLearning a second first-person second-person intersubjective, third-person objective. Keywords: Pedagogical content knowledge, Lesson Study, Preservice teacher language (L2) as a young adult can be fraught with anxiety and trepidation, nothing like the natural Introduction experiences of a child learning their native language (van Lier, 2014).Using open, axial, and Introduction Most research supports that teacher preparation important, that knowledge and theoretical coding, the data showsthe thatidea students’ fears and anxieties is hindered theirand language supports theindicated idea that that teacher preparation is important, and knowledgeofand skills areMost builtInresearch over time in aresults coherent program ofcontemplative study. The National Council forthat Accreditation development. addition, the practice, compassionate support, skills are built over time in a coherent program of study. The National Council for Accreditation of and contingent perspectives replace anxiety with communicative intentionality Teacher Education suggestshelped that astudents high quality of their teacher preparation makes a difference in students’ Teacher Education suggests that a high quality of teacher preparation makes a difference in students’ to becomeand active classroom learners andacquire participants in theknowledge International community. 2015). Over learning helps preservice teachers essential andcampus skills (Inprasitha,
learning and helps preservice teachers acquire has essential knowledge and skills (Inprasitha, 2015). Over the past several decades, teacher’s knowledge become a major topic of interest to teacher
the past several decades, teacher’s knowledge hasthe become major topic1986, of interest teacher 1990; Keywords: Axial, Contemplative Education, Communicative Contingencies, educators, researchers, and policy makers around worldaIntentionality, (Shulman, 1987, to Grossman, educators, researchers, and policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; Interlanguage, Praxis, Praxial Fennema & Franke, 1992; Ball et al, 2008). The notion of pedagogical content knowledge (PCK) was
Fennema 1992; Ball et al,as2008). notion pedagogical content was proposed & byFranke, Shulman (1986, 1987) a newThe domain of of teacher knowledge, andknowledge it has been(PCK) a useful proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful framework for exploring what teachers need to know and the development of content. Shulman Introduction framework for exploring teachers know and and the of content.(EMI), Shulman conceptualized PCKspeaking as anwhat integration ofneed bothto the content pedagogical knowledge. Non-English college students using English as adevelopment Medium of Instruction like conceptualized PCK as an integration of both the content and pedagogical knowledge. all college students, have “limited and fallible cognitive and emotional capacities”, and experience All countries have faced the challenge of preparing teachers for the task of teaching the All countries have faced the challenge preparing teachers for the(Johnson, task of teaching world as subjective autonomous effected byoftheir socio-cultural context 2015, p. 1: that mathematics (ICMI, 2004), andagents they have relied on their teacher education programs to ensure mathematics (ICMI, 2004), and they have relied on their teacher education programs to ensure Thompson, 2007). As subjective agents, their perceptions and beliefs vary according to their preservice teachers gain the necessary knowledge and skills to be successful (National Council that for preservice teachers gain necessary knowledge anddispositions skills to Teacher bewhich successful (National Council experiences, effecting theirthe beliefs, predispositions, and are directly connected to for Accreditation of Teacher Education cited in Inprasitha, 2006). educators should explore and Accreditation of Teacher citedinin Inprasitha, 2006).Hayes, Teacher educators should explore and the immediate language andEducation culture (Peirce, 2012: Bacon, 2012: 2005). Moreover, local survey the activities, tasks, and contexts which the preservice teachers acquired their experience survey the activities, tasks, and in which the preservice teachers acquired their experience language learners’ dispositions arecontexts experienced intersubjectively along with their community’s and their perceptions of teaching mathematics (Fernandez, 2005). normative and objective frameworks which influence their intentionality (Bacon, 2012). and theirSome perceptions of teaching mathematics (Fernandez, 2005). researchers have found that when lesson study was introduced as part of the teacher Subsequently, as local students enter international or global colleges they acquire aby new glocal Some researchers have found that when lesson study was introduced part of the teacher education program, preservice teachers were able to reflect and revise lessonsas themselves (Hiebert identity andprogram, interlanguage, and must adaptwere to their new community (Illeris,lessons 2013: Norton, 2013: (Hiebert education preservice teachers able to reflect and revise by themselves & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education Peirce, 2012: Wenger, 1998).al., In an international college these glocal students typically group with & Stigler, 1999; of the recent of the teacher education program has beenHiebert lesson et study.2007). LessonOne study is a more process useddevelopments in Japan to develop the teaching likeminded individuals interlinked with thestudy majority community which has its own normative ground program has been lesson study. Lesson is a process used in Japan to develop the teaching profession and of lessons within thebecome contextthe of students’ learning and (Peirce, thinking2012: by teacher-led and community inquiry that has dominant learning socio-culture Lewin, 2010: profession and lessons within theincontext of students’ and thinking by teacher-led instructional improvement cycle which teachers work collaboratively to: formulate goals for Wenger, 1998). instructional improvement cycle in which teachers work collaboratively to: formulate goals for student Glocal learning, a lesson, teachinand/or the lesson, reflect on the gathered evidence, L2 plan learners are limited three observe crucial language learning areas; Basic Interpersonal student learning, plan a lesson, teach and/or observe the lesson, reflect on the gathered evidence, revise the lessonSkills for improvement, and reteach theLanguage revised lesson (Inprasitha, 2015; 2002; Communication (BICS), Cognitive Academic Proficiency (CALP), and Lewis, Common revise the lesson for improvement, and reteach the revised lesson (Inprasitha, 2015; Lewis, 2002; Fernandez & Yoshida, 2004). The integration of Lesson Study into the classroom also had an Underlying Proficiency (CUP) (Cummins, 2000). Moreover, due to their decontextualized languageimpact Fernandez & Yoshida, 2004). The integration of Lesson Study into the classroom also had an on preservice teachers’ as they participated the research includedimpact such learning experiences, lackexperiences communicative intentionality, asin suggested in theprocess Shared which Intentionality on preservice teachers’ experiences as they participated in the research process which included such elements as the students’ ideas, instructional materials, lessons, and reflection to improve teaching Hypothesis (SIH) (Tomasello, 2014). Subsequently, learning everyday and scientific concepts while elements as the students’ ideas, instructional materials, lessons, and reflection to improve teaching practice (Isoda,language 2007). Itis has also shown benefits when used appropriately preservice teachers using a second problematic, making it essential for glocal students by to learn contextually practice (Isoda, 2007).2009; It has Sims also shown benefits when used appropriately by preservice teachers (Chassels & Melville, & Walsh, 2008). 27 (Chassels & Melville, 2009; Sims & Walsh,Act 2008). Even though the 1999 Educational of Thailand called for educational reform, the 27 mathematics Eventeacher though education the 1999 Educational ofuniversities Thailand called for educational theto programs ofAct most in Thailand have notreform, been able
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and experientially experientially (Vygotsky, (Vygotsky, 1978: 1978: Cummins, Cummins, 2000). 2000). Moreover, Moreover, there there is is aa contingency contingency and and and interdependence they must become aware of that enfolds with language, based on self-organization interdependence they must become aware of that enfolds with language, based on self-organization and autonomy autonomy (autopoiesis) (autopoiesis) (Bohm, (Bohm, 2013: 2013: Thompson, Thompson, 2007: 2007: Introna, Introna, 1998) 1998) which which makes makes language language and experiences a crucial determinant in how students acquire, learn, and develop knowledge in second experiences a crucial determinant in how students acquire, learn, and develop knowledge in aa second language (van Lier, 2014). Therefore, within students’ past and present language experiences are language (van Lier, 2014). Therefore, within students’ past and present language experiences are contingency, autonomy, autonomy, and and solidarity solidarity that that make make understanding understanding experiences experiences critical critical in in how how students students contingency, dthe nalworld, iahT ,ywhile tisrevat inU tesame kuhPtime tahbbeing ajaR ,contingent iahcgnrehon cnatheir H psubjective itaduS respond and relate to the respond and relate todthe thetesame subjective nalworld, ia1986: hT ,ywhile tisrevat inU kuhPtime t2002). ahbbeing ajaAfter R ,contingent iahall, cgnhumans ren hon cOn-atheir iutaladluuSJ for iare aHJ pk experiences (Rorty, (Rorty, 1989, 1989, Csikszentmihalyi, are hardwired experiences 1986: Csikszentmihalyi, 2002). After all, humans hardwired for -ianJrokpuTherefore, aliu cooperation, interdependence, interdependence, and and compassion compassion (Tomasello, (Tomasello, 2014: it nropHanson, main ttO uS2009). alp WJ cooperation, 2014: Hanson, 2009). Therefore, it is is nrlearners opmaittdevelop uS nropcommunicative apiW through cooperation, experience, and compassion that glocal L2 through cooperation, experience, and compassion that glocal L2 learners develop communicative intentionality which eventually leads adequate BISC, CALP, riehtintentionality gnidiug ,srehwhich caet reventually of esab egdleads elwoto nkadequate a smrof BISC, )KCP(CALP, egdelwand onkCUP, tnetnas oc argued lacigogin adJim eP Cummins’ :tcartsbA riehtInterdependence gnidreiuhgca,serterhocfasHypothesis eetsrsoefcoerspabsi(Cummins, eygdduetlswnoto nsks2000, aeLsm ro1979). f0)2K,C P (teeglldaeBl(wand omnokCUP, tnrsestanlas occnargued liascthese igooitgin aaareas dJim enPaCummins’ :are Nevertheless, developing o . ) 8 0 . l a s o n c d stcnaoristiscbeAd Interdependence Hypothesis (Cummins, 2000, 1979). Nevertheless, developing these areas are r e h c a e t r o f s e s s e c o r p s i y d u t s n o s s e L . ) 8 0 0 2 , . l a t e l l a B ( s m o o r s s a l c n i s n o i t c a d n a contingent on students’ experiences which experientially includes their intentionality, awareness, .)0contingent 102 ,ahtison arpstudents’ nI( gnieeexperiences s dna gniodwhich ,gninnexperientially alp ylevitarobincludes alloc gntheir idulcintentionality, ni tnempoleveawareness, d lansonisosiesifand ocerdp and .)y0bthe 1d0e2classroom , a h t i s a r p n I ( g n i e e s d n a g n i o d , g n i n n a l p y l e v i t a r o b a l l o c g n i d u l c n i t n e m p o l e v e d l a n o i s s e f activities planned for them (Kolb & Kolb, tcelloc ereactivities w ataD .planned txetnoc for yduthem ts nos(Kolb sel ni & KC P s’r2017). ehcaet ecivreserp desylana saw yduts soihrTp the classroom Kolb, 2017).
lla acciig go og ga ad de eP P ss’’rre eh hcca ae eT Te ecciiv vrre esse errP P y yd du uttS Sn no osssse eL Ln nii e eg gd de ellw wo on nK K ttn ne ettn no oC C
tlusyebr dehetTce.slliosyclaerneawloactoatDor.ptxyebtndoecsyydlauntsa neoressweldnniaKmCoPorss’sraelhccnaietepecaitvoreidsuearpddneasyelpaantaoseadw iv ygdnuidtsrosicheTr tmlueslebStatement rorephTsc.istiasm yleahnof lthe ocdoettProblem oareprcybmadeetsyyldauntas enroesw taam sedl ndanamroeohrcsaseatlcecniiverepsaetropid,eusaahdpnatserpifaethote;dtaivhtgndeidlaroecveerr Statement of the Problem melbodrnpocsceistGlocal aem e h t a m d e t a e r c m a e t y d u t s n o s neatarpeihcictaneat dencaiintentionality, vsrleasierrepta,m esa,shnpalong t ;olow talfh,tsBasic students typically have limited hT .sestudents itluciffidtypically dna saehave di ’stlimited nedsuetsl ddcommunicative otsssreilf with feohw ndoeilataeuvteirs Glocal communicative intentionality, along with low Basic d n o c e s e h T . s e i t l u c i f f i d d n a s a e d i ’ s t n e d u t s d e t a p i c i t n a d n a s l a i r e t a m , s n o s s e l f o w o l f , s Interpersonal Communication Skills (BICS) in the target language, but are expected to demonstrate nInterpersonal eht dna moorCommunication ssalc ni saedi ’sSkills tnedu(BICS) ts dessuincsthe id dtarget na delanguage, redro ,detbut cellare oc expected rehcaet eto civdemonstrate resernpo,ietasauhtips n e h t d n a m o o r s s a l c n i s a e d i ’ s t n e d u t s d e s s u c s i d d n a d e r e d r o , d e t c e l l o c r e h c a e t e c i v esm ahups Cognitive Academic Language Proficiency (CALP) which requires years of academic practice etiCognitive uq taht saAcademic edi emos dLanguage esuap ot Proficiency dediced ehs(CALP) ,revoerowhich M .sarequires edi esehtyears hguoof rhacademic t nossel epractice hrt edseezripra,m 2000). Additionally, teachers must engage students in a way that allows for language eti(Cummins, u q t a h t s a e d i e m o s d e s u a p o t d e d i c e d e h s , r e v o e r o M . s a e d i e s e h t h g u o r h t n o s s e l e h t d e z i r a m m (Cummins, ,seitluciff2000). id dnaAdditionally, saedi ’stneduteachers ts ot detmust celferengage ecivrestudents serp ,esainhpa dway rihtthat eht allows dnA .srfor ehtlanguage o rof tluciffuids development and academic learning, which according to Vygotsky can be accomplished , s e i t l u c i f f i d d n a s a e d i ’ s t n e d u t s o t d e t c e l f e r e c i v r e s e r p , e s a h p d r i h t e h t d n A . s r e h t development and academic learning, which according to Vygotsky by .no os dnacan slabe ireaccomplished tam ,snossel ofby orosef ctlnuecuiqffeids discovering a students’ zone of proximal development (ZPD) (Vygotsky, 1978). Subsequently, .no (Vygotsky, os dna slair1978). etam ,Subsequently, snossel fo secneuqes discovering a students’ zone of proximal development (ZPD) teaching and experiential, which allows students to learn both language and teaching should should be be dialogic dialogic and experiential, which allows students to learn both rehcaet ecivreserP ,ydutS nosseL ,egdelwonk tnetnoc laciglanguage ogadeP :sand drowyeK academic content through natural inquiry (van Lier, 2014: Johnson, 2008). Therefore, rehcaenatural t ecivreinquiry serP ,yd(van utS Lier, nosse2014: L ,egdJohnson, elwonk t2008). netnocTherefore, lacigogadthe eP :main sdrowyeK academic content through the main problems problems associated associated with with the the EMI EMI context context are are students’ students’ lack lack of of language language awareness awareness and and nresearch oitcudortnI communicative intentionality, decontextualized classroom practice, and inappropriate udortnI communicative intentionality, decontextualized classroom practice, and inappropriate dna emethodology. gdelwonk tahThis t dnasuggests ,tnatropthat mi steachers i noitaradevelop perp rehdialogical caet taht arelationships edi eht stropwith pus hstudents craesn eresearch rothat tistocM are dnafoemethodology. gndoeitlawtiodnekrctcaA hThis trdonf alsuggests ,ictnnuatorC oplthat m i s i n o i t a r a p e r p r e h c a e t t a h t a e d i e h t s t r o p p u s h c r a e s e r t s o M teachers develop dialogical relationships with students that are anoitaN edevelopment hT .yduts fo(Freire, margor2011). p tnereBy hocbetter a ni eunderstanding mit revo tliubstudents’ era slliks supportive and conducive to language f o n o i t a t i d e r c c A r o f l i c n u o C l a n o i t a N e h T . y d u t s f o m a r g o r p t n e r e h o c a n i e m i t r e v o t l i u b supportive and conducive to language development (Freire, 2011). By better understanding students’ ’stneprior duts experiences, ni ecnereffidand a stheir ekamlearning noitarapcontext, erp rehcproblems aet fo ytiin lauEMI q hgclassrooms ih a taht stscan eggbe us overcome. noitacudEeThis rreahsclaliekTs prior experiences, and their learning context, problems in EMI classrooms can be overcome. This ’ s t n e d u t s n i e c n e r e f f i d a s e k a m n o i t a r a p e r p r e h c a e t f o y t i l a u q h g i h a t a h t s t s e g g u s n o i t a c u d E enhincaraeeTl revOwould .)5102include ,ahtisainterdisciplinary rpnI( slliks dna eapproaches gdelwonk from laitnethe ssefields eriuqof ca Education, srehcaet ecHRD, ivreseand rp spcognitive leh dna grscience would include interdisciplinary approaches from the fields of Education, HRD, and cognitive science revO .)51re0h2c,aaehttiostatrspenrIe(tnslilfikoscdipnoat ergodjaem lwaonekmloacietnbessaseh eergidueqlcwaosnrekhsc’areetheccaeivt r,esseedrapcespdlelahredvneas gtsnainpreahelt which consider language acquisition, learning, and development & Kolb, 2017: McLean, 2005: which consider language acquisition, learning, developmentk(Kolb (Kolb r e h c a e t o t t s e r e t n i f o c i p o t r o j a m oceeand sy’creilho& cpaedKolb, tn,ase,sdr2017: aechecdraleMcLean, asreevr e,ssrotstaa2005: pcuedhet ;099McGoldrick, 1 ,namssorGet,7al., 8912003: ,689Swanson 1 ,namluh&SHolton, ( adelrm ow hbtsdanhueogrdaeslrwekoanm 2001). McGoldrick, et,7al., 2003: Swanson &SHolton, 2001). ; 0 9 9 1 , n a m s s o r G 8 9 1 , 6 8 9 1 , n a m l u h ( d l r o w e h t d n u o r a s r e k a m y c i l o p d n a , s r e h c r a e s e r , s r o t a saw )KCP( egdelwonk tnetnoc lacigogadep fo noiton ehT .)8002 ,la te llaB ;2991 ,eknarF & amencnuedFe saw eklnuahrSFy& luf)eKsuCPa (neegedbeslawhotnikdtnnae,tengodcellawcoignokgraedhecpaefot fnoonitioanmeohdTw.)e8n0a02sa,l)a7t8e9l1la,B 68;9219(91na,m b dam eseonpnoerF p lufesnuam a lnueheSb .stanhettni odcnfao,etngedm elpwoolnevkerdehechatedtnfao w nioanmkoodt w e n a s a ) 7 8 9 1 , 6 8 9 1 ( n a m l u h S y b d poarrpf deen srehcaet tahw gnirolpxe rof kroewsoem namluhS ..etngedtenlowcofnoktlnaecm igpooglaedveepd denhat dtnneatnwoocnekhot thdtoebenfosrneohictaaregt etatnhiwnagnsairoKlpCxPe dreozfiklaruotw peem cnaorcf gnihca.eegt dfeolw ksoant kehlat criogfosgraedhecpaedtngantinraeptneorpc feohtehgtnoebllafohcnoehittardgeectanfi envaashasK eiC rtPnudoeczilllaAutpecnoc g n i h c a e t f o k s a t e h t r o f s r e h c a e t g n i r a p e r p f o e g n e l l a h c e h t d e c a f e v a h s e i rtnCuIo( csclliA taht erusne ot smargorp noitacude rehcaet rieht no deiler evah yeht dna ,)4002 ,IM tamehtam traohft leicrunsunoeColtasnm a r g o r p n o i t a c u d e r e h c a e t r i e h t n o d e i l e r e v a h y e h t d n a , ) 4 0 0 2 , I M oitaN( lufsseccus eb ot slliks dna egdelwonk yrassecen eht niag sreC hIc(aesct ietcaim vreehstearmp r o f l i c n u o C l a n o i t a N ( l u f s s e c c u s e b o t s l l i k s d n a e g d e l w o n k y r a s s e c e n e h t n i a g s r e h c a e t e c i dna erolpxe dluohs srotacude rehcaeT .)6002 ,ahtisarpnI ni detic noitacudE rehcaeT fo noitativdreerscecrAp dneacenreoirlpepxxeedrluieohhtsdserroiutaqccuadsererehhccaaeet Tec.i)v6r0e0s2er,pahethist ahrcpinhIwnni idsettxicetnnooictadcnuadE,skreshatca,seeTitifvoitncoaiteahttidyeervcrcuAs ecneirepxe rieht deriuqca srehcae.t)5e0ci0v2re,zseerdpnaenhrtehFc(ihscwitnam i sethxetatm nocgndinhaca,sekt sfaot s,nseoiittipveitccraepehriteyhetvdrnuas 00y2d,uztesdnnoasnsreelFn(eshcw itatm reopSrieht dna rehcaet eht fo trap sa decudortni .s)a5w ahethdtanm uogf neivhachaestrefohcsrnaoeistepreecm r e h c a e t e h t f o t r a p s a d e c u d o r t n i s a w y d u t s n o s s e l n e h w t a h t d n u o f e v a h s r e h c r a e s e r e m trebeiH( sevlesmeht yb snossel esiver dna tcelfer ot elba erew srehcaet ecivreserp ,margorponSoitacude trneobietiaH l epsoilveevreddntanetcceelrfeerroom t eelbhat feoreew cu( dseevrleehscmaeethet hytbfsonsotsnseem nOsr.e)h7c0a0e2t ,e.claivtreetsreerbpe,im Ha;r9g9o9r1p ,nroeligtaictSud&e noitacgundihecraeehtceahett peohltefvoedstnoet m p o l e v e d t n e c e r e r o m e h t f o e n O . ) 7 0 0 2 , . l a t e t r e b e i elgaritgSor&p napaJ ni desu ssecorp a si yduts nosseL .yduts nosselHne;9eb99s1ah,rm gnihcdaeelt-reehhtcpaoetleyvbedgnoitknnaihptadJ nnai dgensinursaseelc’osrtnpeadusitsyfdouttsxentonsosceLeh.tyndiuhttsiw nossnsoelssneeledbnsaanhom isasregfoorrpp d e l r e h c a e t y b g n i k n i h t d n a g n i n r a e l ’ s t n e d u t s f o t x e t n o c e h t n i h t i w s n o s s e l d n a n o Figure 1:krProblem Problem Statements rof slaog etalumrof :ot ylevitaroFigure balloc1: ow srehcStatements aet hcihw ni elcyc tnemevorpmi lanoiitscsuerftosrnpi ,erconfesdliavoegdeetraelhutm agroefh:tont oyltecveiltfaerro,bnaolslsoecl kerhotwevsrreeshbcoaertoh/dcnihawhcnaieet l,cnyocsstenlem a nevaloprp,gmniinlaraneolittcnuerdtusntsi , e c n e d i v e d e r e h t a g e h t n o t c e l f e r , n o s s e l e h t e v r e s b o r o / d n a h c a e t , n o s s e l a ni arolpf ,ngonsisnerlaeehl ttneesdivuetsr Research Objectives & Questions ;Research 2002 ,siweLObjectives ;5102 ,ahtis& arpQuestions nI( nossel desiver eht hcaeter dna ,tnemevorpm ; 2 0 0 2 , s i w e L ; 5 1 0 2 , a h t i s a r p n I ( n o s s e l d e s i v e r e h t h c a e t e r d n a , t n e m e v o r p m osdelineate s&elzeehdtneasnirveeFr The purpose of this Actionable Research was to explore, better understand, tcapmi na dThe ah opurpose sla moorof ssthis alc eActionable ht otni yduResearch tS nosseLwas fo to noexplore, itargetnibetter ehT .)understand, 4002 ,aidriohfsand onY and delineate tchacpusome m i n a d a h o s l a m o o r s s a l c e h t o t n i y d u t S n o s s e L f o n o i t a r g e t n i e h T . ) 4 0 0 2 , a d i h s o Y enFo of the essential qualities of glocal students’ experiences while they use English as a s dedof ulcthe ni hessential cihw ssequalities corp hcrof aeglocal ser ehtstudents’ ni detapiexperiences citrap yeht swhile a secnthey eireuse pxeEnglish ’srehcaas et ea& cMedium ivzeredsnearnprof some Medium of hcgunInstruction sihdceadeutlcenvio(EMI). h c i h w s s e c o r p h c r a e s e r e h t n i d e t a p i c i t r a p y e h t s a s e c n e i r e p x e ’ s r e h c a e t e c i v r e s e r p rpmi otMoreover, noitcelfer as dnaaa practitioner ,snossel ,slaresearch iretam lathe noiobjective tcurtsni ,was saedto i ’sutilize tnedutan s einsider ht sa stnemenloe Instruction (EMI). Moreover, as practitioner research the objective was to utilize an insider gnperspective i h c a e t e v o r p m i o t n o i t c e l f e r d n a , s n o s s e l , s l a i r e t a m l a n o i t c u r t s n i , s a e d i ’ s t n e d u t s e ssaI(setnceiin and srehcaet ecithat vreswould erp ybhelp yletacut irpacross orppa language desu nehw sticultural feneb nbarriers wohs oswhich la sah conceal tI .)7002finer ,ahdtodetails tm caethe rlpe perspective that would help cut across language and cultural barriers which conceal finer details in the s28 rehcaet ecivreserp yb yletairporppa desu nehw s t i f e n e b n w o h s o s l a s a h t I . ) 7 0 0 2 , a d o s I ( e c i t c a .)8002 ,hslaW & smiS ;9002 ,ellivleM & slessahCrp( slessahC28 ( eht ,mrofer lanoitacude rof dellac dnaliahT.)f8o00tc2A,hlsalnaoW ita& cusdm Ei9S9;99100e2ht,ehlgliuvolehM t n& evE 28 denlliasceditnisarleiavhinTuftosotcmAfloansm oiatargcuodrpEn9o9i9ta1cuehdte hrgehucoahettnsecvitEamehtam oteehltba,mnreoefbertolanneovitaahcuddnealrioafhT
JOURNAL HRD HRD JOURNAL HRD JOURNAL
2018 Volume 9. Number 1. June 1. June 2018 Volume 9.Volume Number9.1.Number June 2018 Volume 9. Number 1. June 2018
students’ experiences. In addition, I wanted knowledge-gain to be easily applicable to both HRD & Education by merging the two fields’emphasis on learning and development. In addition, the knowledge gained would be beneficial for the glocal students learning a second language in educational institutes, and for colleagues, while at the same time the knowledge could be used in training programs where employees were trying to learn a second language. Not only did I want a better understanding the students’ livedRajabhat experiences, I wanted them toThailand have a better understanding SudatipofHancherngchai, Phuket University, Sudatip Hancherngchai, Rajabhat Phuket University, Thailand of their own experiences, through a self-reflective process that would lead to self-awareness and Julaluk Jai-On Julaluk Jai-On transformation. Eventually I settled on three forms of knowing; subjective, intersubjective, and Wipaporn Suttiamporn Wipaporn objective which I believedSuttiamporn would triangulate the qualitative data. Therefore, the purpose of this study is threefold:Pedagogical content knowledge (PCK) forms a knowledge base for teachers, guiding their Abstract: Abstract: Pedagogical content knowledge forms a knowledge for(EMI) teachers, guiding 1. Toand gainactions a betterinunderstanding of theet(PCK) English as a Medium of Instruction by their decisions classrooms (Ball al., 2008). Lesson study isbase processes forcontext teacher decisions and actions in classrooms (Ball et al., 2008). Lesson study is processes for teacher exploring glocal students’ intentionality through their language experiences; professional development including collaboratively planning, doing learning and seeing (Inprasitha, 2010). professional development including collaboratively doingcontext. andinseeing (Inprasitha, 2010). To was improve classroom practice based onPCK the students’ the areas of language This2.study analysed preservice teacher’s inplanning, lessonexperiences study Data were collected by This study was analysed preservice teacher’s PCK in lesson study context. Data were collected by acquisition, learning, and development while they use EMI; recording video tape and audio tape in classroom and were analysed by protocol analysis. The result recording video and audio tape in classroom and weremodel analysed protocol analysis. The 3. Tothat; develop a praxis-based, insider classroom research thatby can be used for teachers to;result revealed thetape first phase, preservice teacher and lesson study team created mathematics problem revealed that; the first phase, preservice teacher and lesson study team created mathematics problem explore and improve their teaching practice during regular classroom activities that result in situations, flow of lessons, materials and anticipated students’ ideas and difficulties. The second student learning & development. situations, flowlanguage of teacher lessons, materials and anticipated students’ ideas and difficulties. Theand second phase, preservice collected, ordered and discussed students’ ideas in classroom then
Preservice Preservice Teacher’s Teacher’s Pedagogical Pedagogical Content Content Knowledge Knowledge in in Lesson Lesson Study Study
phase, preservice teacher collected, and discussed students’toideas in classroom summarized the lesson through theseordered ideas. Moreover, she decided paused some ideasand thatthen quite
summarized the lesson ideas. Moreover, she decided to paused ideas that quite Literature Review difficult for others. Andthrough the thirdthese phase, preservice reflected to students’ ideassome and difficulties,
From the beginning this research the main focus is ontoimproving classroom experience difficult forofothers. And theofthird phase, preservice reflected students’the ideas and difficulties, sequences lessons, materials and so on. for glocal students using English as a Medium of Instruction (EMI). Subsequently, my first topical sequences of lessons, materials and so on. searches were in the field of Second Language Acquisition (SLA), a field that has merged from Keywords: Pedagogical content knowledge, Lesson Study, Preservice teacher linguistics and cognitive science 2008). Traditional researchteacher is typically based on the Keywords: Pedagogical content(Johnson, knowledge, Lesson Study,SLA Preservice individual learner, and the computational model inherited from the early days of cognitive science Introduction (Johnson, 2008). I used five main sources to initiate a review of research involving Second Language Introduction Most research supports the idea that teacher preparation is important, and that knowledge and Education & Pedagogy; M. Johnson's Philosophy of Second Language Acquisition (2008), knowledge and supports the idea that teacher preparation is important, and skills areMost builtresearch over time in a of coherent program ofAtkinson's study. TheAlternative National Council forthat Accreditation of Schleppegrell's The Language Schooling (2004), Approaches to SLA skills areEducation built over suggests time in athat coherent program of teacher study. The Nationalmakes Council for Accreditation of Teacher a high quality of preparation a difference in students’ (2011), Lantolf & Poehner's Sociocultural Theoryof and the Pedagogical Imperative in L2 Education Teacher Education suggests that a high quality teacher preparation makes a difference in students’ learningand andLeo helps teachers essential knowledge andAll skills Over (2014), vanpreservice Lier's Interaction in acquire the language curriculum (2014). five(Inprasitha, emphasized 2015). the learning and helps preservice teachers acquire essential knowledge and skills (Inprasitha, 2015). Over the past several decades, socio-cultural teacher’s knowledge become a major topic of interest to teacher importance of Vygotsky's theories has which combine theory, practice, learning, and the past several decades, teacher’s knowledge has become a major topic of interest to teacher educators, researchers, and policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; development. educators, andBall policy al, makers around the world (Shulman, 1986, 1987, Grossman, 1990; Fennema &researchers, Franke, 1992; 2008). Thetraditional notion of SLA pedagogical knowledge (PCK) was After this initial review, Ietdetermined that researchcontent did not adequately Fennema & Franke, 1992; Ball et al, 2008). The notion of pedagogical content knowledge (PCK) was proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful explore the scope of the classroom, so I broadened the search to include interaction and relational proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful framework for Iexploring need to andI the development of content. theories, which organizedwhat as L2teachers & Education. In know addition, believed it was crucial for thisShulman study to framework for exploring teachers know and the development of content. Shulman conceptualized PCKperspective as anwhat integration ofneed bothto content and pedagogical knowledge. use a developmental from the field ofthe Human Resource Development (HRD), with an conceptualized PCK as an integration of both the content and pedagogical knowledge. emphasisAll on countries adult language change.teachers This topic is labeled L2 & have learning, faced thedevelopment, challenge of and preparing forsearch the task of teaching All countries have faced the challenge preparing teachers for theand task of teaching HRD. Within this search I included adult learning theories, initiatives, institutional mathematics (ICMI, 2004), and they have reliedof on theirchange teacher education programs to ensure that mathematics (ICMI,gain 2004), they have relied on their teacher programs toCouncil ensure that learning communities. Swanson's The Foundations ofand Human Resource Development (2001), preservice teachers the and necessary knowledge skills to beeducation successful (National for preservice teachers gain the necessary knowledge and skills to be successful (National Council Knowles’ the Adult LearnerEducation (2014), and McGoldrick, Stewart, andTeacher Watson's Understanding Accreditation of Teacher cited in Inprasitha, 2006). educators shouldHuman explorefor and Accreditation of Teacher Education cited Inprasitha, 2006). Teacher educators should explore and Resource (2003) were used asinin guides for understanding the interdependent survey theDevelopment activities, tasks, and contexts which thebetter preservice teachers acquired their experience survey theperceptions activities, andtheory contexts which the preservice teachers their experience relationships involved tasks, between and in practice which I believe have beenacquired underexplored in HRD. and their of teaching mathematics (Fernandez, 2005). Most of these sources have a foundation in the works of Lewin (2010), who's Field Theory, Action and their perceptions of teaching mathematics (Fernandez, 2005). Some researchers have found that when lesson study was introduced as part of the teacher Research, and Group Dynamics, have HRD decades. Lewin's influence has been in Some researchers haveteachers foundinformed that when lesson study was introduced asbypart of theseen teacher education program, preservice were able tofor reflect and revise lessons themselves (Hiebert Argyris (2008),Schon (1987), Knowles (2014), and Kolb (2017), all significant contributors to HRD education program, preservice teachers were able to reflect and revise lessons by themselves (Hiebert & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education theory and 1999; practice. & Stigler, al., 2007). of the recent of the teacher education program has beenHiebert lesson et study. LessonOne study is a more process useddevelopments in Japan to develop the teaching Inhas a third focus area, I believed it study was important to search topics related to research program been lesson study. Lesson is a process used in Japan to develop the teaching profession and lessons within the in context of students’ learning and thinking by teacher-led methodology in lessons general,within especially educational settings. van Manen’s Researching lived profession and theincontext of students’ learning and thinking by teacher-led instructional improvement cycle which teachers work collaboratively to: formulate goalsvan for experiences(1997), became a clear and distinct voice, along with another dominate voices from instructional improvement cycle in which teachers work collaboratively to: formulate goals for student learning, plan awho lesson, and/orpedagogy, observe the reflect on gathered evidence, Lier (2014), and others haveteach influenced andlesson, the importance of the classroom experience student learning, plan a lesson, teach and/or observe the lesson, reflect on the gathered evidence, reviseManen, the lesson improvement, and reteach the revised lessonthe (Inprasitha, 2015; Lewis,and 2002; (van 1997:for van Lier, 2014). Moreover, I began to recognize significance of second revise the lesson for improvement, and reteach the revised lesson (Inprasitha, 2015; Lewis, 2002; Fernandez & Yoshida, 2004). The integration of Lesson Study into the classroom also had an third generation cognitive science, and their reconceptualization of the cognitive-computational impact Fernandez & Yoshida, 2004). The integration of Lesson Study into the classroom also had an impact on preservice teachers’ as theyetparticipated in the research process whichhave included model as connective, andexperiences embodied (Varela al., 1991). Embodied & Enacted theorists given such on preservice teachers’ experiences as they participated in the research process which included such elements as the students’ instructionalprocesses materials, reflection tochange. improve teaching voices to situated cognition,ideas, the evolutionary of lessons, variation,and adaptation,and I labeled elements as the students’ ideas, instructional materials, lessons, and reflection to improve teaching practice (Isoda, It has also shown benefits when used by preserviceinteachers this search as L2 2007). & Inquiry. Within this search, relationships areappropriately seen as holistic&dynamic, which practice (Isoda, 2007).2009; It has Sims also shown benefits when used appropriately by preservice teachers (Chassels & Melville, & Walsh, 2008). 29 (Chassels & Melville, 2009; Sims & Walsh,Act 2008). Even though the 1999 Educational of Thailand called for educational reform, the 29 Eventeacher though education the 1999 Educational ofuniversities Thailand called for educational theto mathematics programs ofAct most in Thailand have notreform, been able
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there exists an interdependence between subject, object, the environment, and language (Tomasello, 2014). I believe these three areas; L2 & Education, HRD, and Inquiry can be used to inform classroom research, that is fluid, practical, and designed to solve real issues and problems associated with the EMI context.
lla acciig go og ga ad de eP P ss’’rre eh hcca ae eT Te ecciiv vrre esse errP P y yd du uttS Sn no osssse eL Ln nii e eg gd de ellw wo on nK K ttn ne ettn no oC C
dnaliahT ,ytisrevinU tekuhP tahbajaR ,iahcgnrehcnaH pitaduS dnaliahT ,ytisrevinU tekuhP tahbajaR ,iahcgnren hcOn-aiaHJ pkiutaladluuSJ aliu nropmain ttO uS-ianJrokpualp WJ nropmaittuS nropapiW rieht gnidiug ,srehcaet rof esab egdelwonk a smrof )KCP( egdelwonk tnetnoc lacigogadeP :tcartsbA rieht gnidreiuhgca,serterhocfaseetsrsoefcoerspabsieygdduetlswnoonsksaeLsm .)8ro0f0)2K,C .laP(teeglldaeBl(wsomnokotnrsestanloccnliascnigooitgcaaddenPa:stcnaoristiscbeAd r e h c a e t r o f s e s s e c o r p s i y d u t s n o s s e L . ) 8 0 0 2 , .)0102 ,ahtisarpnI( gniees dna gniod ,gninnalp ylevi.tlaartoeblalallB oc( sgm noidourlscsnailctnneimspnoolietcvaeddnlaansonisosiesifocerdp .)y0b1d0e2tc,aelhltoicsaerrpenwI(agtanD iee.tsxdentnaogcnyidoudts,gnnoinssneallpniyK leCviPtasr’orbeahlclaoect genciidvurelcsneri ptndeemsyploalneavesdaw lanyodiustssesfoihrTp y b d e t c e l l o c e r e w a t a D . t x e t n o c y d u t s n o s s e l n i K C P s ’ r e h c a e t e c i v r e s e r p d e s y l a n a s a w tluser ehT .sisylana locotorp yb desylana erew dna moorssalc ni epat oidua dna epat oediv ygdnuidtsrosicheTr tmlueslebrorephTsc.istiasm yleahntaam locdoettoareprcybmadeetsyyldauntas enroesw sedl ndanamroeohrcsaseatlcecniiverepsaetropid,eusaahdpnatserpifaethote;dtaivhtgndeidlaroecveerr melbodrnpocsceistaem e h t a m d e t a e r c m a e t y d u t s n o s esa,shnpotsssreilf feohw t ;otalfh,tsndoeilataeuvteirs hT .seitluciffid dna saedi ’stnedsuetsl ddneatarpeihcictaneat dencaivsrleasierrepta,m d n o c e s e h T . s e i t l u c i f f i d d n a s a e d i ’ s t n e d u t s d e t a p i c i t n a d n a s l a i r e t a m , s n o s s e l f o w neht dna moorssalc ni saedi ’stneduts dessucsid dna deredro ,detcelloc rehcaet ecivorelfse,srnpo,ietasauhtips saolcs dnei ssuaaepdio’tsdtneeddicuetsd deehsssu,rcesviodedrnoaMd.esraeeddrioe,sdeehttchelgluoocrrhethncoasesteelceihvrt edseezripra,m esm ahups etniueqhttadhntasm aeodoiresm etiuq,steaihtltuscaieffdidi edm o s d e s u a p o t d e d i c e d e h s , r e v o e r o M . s a e d i e s e h t h g u o r h t n o s s e l e h t d e z i r a m m na saedi ’stneduts oFigure t detce2: lfeSearch r ecivreDescription serp ,esahp driht eht dnA .srehto rof tluciffuids ,seitluciffid dna saedi ’stneduts ot detcelfer ecivreser.pno,eossahdpnadrsilhatireehtat m dn,Asn.osrsesheltoforosef ctlnuecuiqffeids no os EMI dna shave lairebeen tam ,asnconcern ossel foinsethe cneThai uqes Solving problems associated with glocal students .using educational system rfor has ehcdecades. aet ecivrWhile eserP there ,ydutS nobeen sseLsome ,egdesuccess lwonk tin neinternational tnoc lacigogaprograms, deP :sdrothis wyeK rehcaffluent aet ecivprograms reserP ,ydwhere utS nostudents sseL ,eghave delwoutside onk tnesupport, tnoc lacand igogbegin adeP their :sdrowyeK can be associated with noitcudortnI international process at an early age. Nonetheless, according to the Thai National Qualification uindortnI dna eFramework gdelwonk tEnglish aht dna language ,tnatropmeducation i si noitarfor apethe rp rless ehcaaffluent et taht aisedaikey eht component stroppus hcfor raesuccess sn erotistocM dnafoeASEAN. gndoeitlawtiodneMoreover, krctcaA htrdonf ali,if tcnnThailand autorC oplm i s i n o i t a r a p e r p r e h c a e t t a h t a e d i e h t s t r o p p u s h c r a e s e r t s o M area, anoisitatoNprogress ehT .yduintsthis fo m argothey rp tnmust erehoidentify c a ni ethe mitroot revoissues tliub which era slliks ndouittsrequire atniideecrcncan rphgtniheraehtoahctastnsieand egm ts rneoviotatcliuudbEerrbased ’stfnoewill eA reinterdisciplinary frfoifdlaicsneukoaCmlannooiapproach tiataraNpeerhpTrthat e.yhdcuaistessupported t ffoo m ytailraguoqphilosophically, guiscientifically, eahsclaliekTs ’ s t n e d u t s n i e c n e r e f f i d a s e k a m n o i t a r a p e r p r e h c a e t f o y t i l a u q h g i h a t a h t s t s e g g u s n o i t a c u d E r revOon .)5contextual 102 ,ahtisaclassroom rpnI( sllikresearch, s dna egdand elwstudent onk laitexperience. nesse eriuqca srehcaet ecivreserp spleh dna genhincaraeeTl revO .)51re0h2c,aaehttiostatrspenrIe(tnslilfikoscdipnoat ergodjaem lwaonekmloacietnbessaseh eergidueqlcwaosnrekhsc’areetheccaeivt r,esseedrapcespdlelahredvneas gtsnainpreahelt r e h c a e t o t t s e r e t n i f o c i p o t r o j a m oceehbtsdanhueogrdaeslrwekoanm k sy’creilhocpaedtn,ase,sdraechecdraleasreevr e,ssrotstaapcuedhet Research Methodology ;0991 ,namssorG ,7891 ,6891 ,namluhS( adelrm ow ; 0 9 9 1 , n a m s s o r G , 7 8 9 1 , 6 8 9 1 , n a m l u h S ( d l r o w e h t d n u o r a s r e k a m ytecillloto d;n2a9experiences r ,sarm oteancnuedFe The direction and motivation for this research was due in saw )KCP( egdelwonk tnetnoc lacigogadep fo noiton ehT .)8002 ,lapart apBmy 9,s1re,ehkcnraaersFeteaching & saw ) K C P ( e g d e l w o n k t n e t n o c l a c i g o g a d e p f o n o i t o n e h T . ) 8 0 0 2 , l a t e l l a B ; 2 9 9 1 , e k n a r F & a m English as a Second Language (ESL) in Thailand for over twenty years. Those experiences had lufesu a neeb sah ti dna ,egdelwonk rehcaet fo niamod wen a sa )7891 ,6891( namluhS yb deseonpnoerF p lufconvinced esnuam a lnueheSbme nfao,etngedm eshould lpwoolnevkeresearch rdehechatedtnftheir nioaown w sreahorder )c7a8e9t1to 89g1n( inroam lxuehrSomajor poarrpf .stanhethat ttni odcteachers ao w nmkoodtclasses deeennasin ta,h6overcome w lpthree fybkrdoewsoem concerns related namluhS owcEnglish dtnnInstruction ..etngedtenlto ofnoktlnaecm ias gpoogalaeMedium dveepd denhat of eatnwoocnekhot thd(EMI); toebenfosrnestudents’ ohictaaregt etatnhlack iwnagnof sairocommunicative KlpCxPe dreozfiklaruotw peem cnaorcf intentionality, inappropriate curriculum, and legitimizing insider inquiry. All three areas can be traced gnihca.eegt dfeolw ksoant kehlat criogfosgraedhecpaedtngantinraeptneorpc feohtehgtnoebllafohcnoehittardgeectanfi envaashasK eiC rtPnudoeczilllaAutpecnoc back to SLA’s divide between theory and practice (Johnson, 2008: Atkinson, 2011: & g n i h c a e t f o k s a t e h t r o f s r e h c a e t g n i r a p e r p f o e g n e l l a h c e h t d e c a f e v a h s e i rtLantolf, nCuIo( csclliA taht erusne ot smargorp noitacude rehcaet rieht no deiler evah yeht dna ,)4002 ,IM tamehtam Poehner, 2014). With this in mind I wanted to improve the students' communicative intentionality traohft leicrunsunoeColtasnm oiatragNo(rplunfossiteacccuudseerbehoct aselltikrisehdtnna oegddeeillewr oenvkahyryaeshstecdenna e,)h4t0n0i2ag,IsM reC hIc(aesct ietcaim vreehstearmp through their classroom experiences by using anpraxis based approach to improvement, learning, r o f l i c n u o C l a n o i t a N ( l u f s s e c c u s e b o t s l l i k s d a e g d e l w o n k y r a s s e c e n e h t n i a g s r e h c a e t e c i erand scecrAp dna development erolpxe dluo(Carr hs sro& tacKemmis, ude rehc2003). aeT .)6The 002type ,ahtiof sarpraxis pnI niIdhad eticinnomind itacuwould dE rehinvolve caeT foteachers' noitativdreand dneacenreoirlpepxxeedrluieohhtsdserroiutaqccuadsererehhccaaeet Tec.i)v6r0e0s2er,pahethist ahrcpinhIwnni idsettxicetnnooictadcnuadE,skreshatca,seeTitifvoitncoaiteahttidyeervcrcuAs Dewey Kolb, a2017). ecstudents' neirepxeconscientious rieht deriuqcself-reflection a srehcaet)5e0ci0vas re,posited rdpnaenhrtby hscwitnam i (Dewey, sethxetatm nocg1998: ,seKolb kt sfaot s,& 2is zsaeeclear ehFc(ibetween ndinhacaour nseoiittipveitccattentions, repehriteyhetvdrnuas In other words, I believe ..there link reflexivity, intentions, 00y2d,uztesdnnoasnsreelFn(eshcw itatm estrefohcsrnaoeistepreecm reopSrieht dna reand hcaactions et eht fothat tracannot p sa debe cudoverlooked ortni s)a5w ahethdtanam usecond ogf neivhachalanguage. in the process of learning From my own r e h c a e t e h t f o t r a p s a d e c u d o r t n i s a w y d u t s n o s s e l n e h w t a h t d n u o f e v a h s r e h c r a e s e r e m trebereflection iH( sevleson methe ht yissues b snosurrounding ssel esiver dglocal na tcelstudents fer ot elin bathe ereEMI w srecontext, hcaet ecIivwas reseconcerned rp ,margowith rponSothe itacude trneobietiaH l epsoilveevreddntanetcceelrfeerroom t eelbhat feoreew cu( dseevrleehsquestions: cmaeethet hytbfsonsotsnseem nOsr.e)h7c0a0e2t ,e.claivtreetsreerbpe,im Ha;r9g9o9r1p ,nroeligtaictSud&e following noitacgundihecraeehtceahett peohltefvoedstnoet m eiddtenseucsesreecroorm oduetnsOno.)s7s0e0L2.y,.dlauttse ntroesbseeilHne;9eb99s1ah,rm elgitS & nappoalJevnlearning p aehsit yfof 1. What are the language experiences glocal students in an EMI program? argorp gnihcdae2.elt-To e h t p o l e v e d o t n a p a J n i d e s u s s e c o r p a s i y d u t s n o s s e L . y d u t s n o s s e l n e e b s a h m regfoorrpp rehwhat caet yextent b gnikcan nihteacher t dna gnactions inrael ’improve stnedutsclassroom fo txetnocpractice eht nihthat tiw spositively nossel dnaffects a noisasthe d e l r e h c a e t y b g n i k n i h t d n a g n i n r a e l ’ s t n e d u t s f o t x e t n o c e h t n i h t i w s n o s s e l d n a n o i s s rof sstudents’ laog etalulanguage mrof :ot acquisition, ylevitaroballearning, loc krowand sredevelopment hcaet hcihw nwhile i elcythey c tneuse meEMI? vorpmi lanoitcuerftosrnpi glocal oegTo oefh:tont ocan yltecveailtfpraxis-based, aerro,bnaolslsoecl kerhotinsider wevsrreeshbcclassroom valopdesigned rp,gmniinlaraneofor ,erconfesdliav3. deetrawhat elhutm agrextent oaertoh/dcnihawhresearch cnaieet l,cnyocsmodel stenlem a nebe littcnuerdtusntsi , e c n e d i v e d e r e h t a g e h t n o t c e l f e r , n o s s e l e h t e v r e s b o r o / d n a h c a e t , n o s s e l a n a l p , g n i n r a e esdivuetsr teachers to; explore and improve their teaching practice during regular classroom activities that ;2002 ,siweL ;5102 ,ahtisarpnI( nossel desiver eht hcaeter dna ,tnemevorpmi rof nossel ehl ttneresult ; 2 0 0 2 , s i w e L ; 5 1 0 2 , a h t i s a r p n I ( n o s s e l d e s i v e r e h t h c a e t e r d n a , t n e m e v o r p m i r o f n o s s e l e h t e in student language learning & development? tcapmi na dah osla moorssalc eht otni ydutS nosseL fo noitargetni ehT .)4002 ,adihsoY & zednasnirveeFr tchacpum anhioanswer osrescsoarlquestions, dhuttnSi ndoestsaethe Tei.r)e4p0x0e2 ’Development ,sardeihhcsaoeYt e& s di endaudlcTo hscliahm wosthese pc hehcrt aoetsneirIyecombined pLicfifields toranpoiytof eahrgHuman t estaniseechnResource civzer(HRD) edsnearnprenFo hcgunand sihdceSecond d u l c n i h c i h w s s e c o r p h c r a e s e r e h t n i d e t a p i c i t r a p y e h t s a s e c n e i r e p x e ’ s r e h c a e t e c i v r p enloe Language Education (SLE). For the HRD component I used the traditions of Lewin's aet evorpmi ot noitcelfer dna ,snossel ,slairetam lanoitcurtsni ,saedi ’stneduts eht sa setsneerm gnsaction irehhccaaeetresearch, e v o r p m i o t n o i t c e l f e r d n a , s n o s s e l , s l a i r e t a m l a n o i t c u r t s n i , s a e d i ’ s t n e d u t s e h t s a s t n e m and Revans' Action Learning (Lewin, 2010: Revans, 2011). t ecivreserp yb yletairporppa desu nehw stifeneb nwohs osla sah tI .)7002 ,adosI( ecitcaerlpe s30 rehcaet ecivreserp yb yletairporppa desu nehw wo& hs somsliaS s;a9h00tI2.,)e7l0li0v2le,M ado&sIs(leescsitachaCrp( .)8s0ti0f2en,ehbslanW slessahC( eht ,mrofer lanoitacude rof dellac dnaliahT.)f8o00tc2A,hlsalnaoW ita& cusdm Ei9S9;99100e2ht,ehlgliuvolehM t n& evE 30 e h t , m r o f e r l a n o i t a c u d e r o f d e l l a c d n a l i a h T f o t c A l a n o i t a c u d E 9 9 9 1 e h t h g u o h t n e v E o t e l b a n e e b t o n e v a h d n a l i a h T n i s e i t i s r e v i n u t s o m f o s m a r g o r p n o i t a c u d e r e h c a e t s c i t a m e h t a m
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Volume 9. Number 1. June 2018 9.1.Number 1. June 2018 Volume 9.Volume Number June 2018
Volume 9. Number 1. June 2018
Furthermore, for the SLE component I explored Freire's Participatory Action Research (PAR) which combines critical pedagogy and conscientiousness (Freire, 2011). For the SLA component I explored Tomasello's usage-based language theory that is conceptualized in the Shared Intentionality Hypothesis (Tomasello, 2014). Ultimately, the research focused on exploring three different voices: first-person subjective found in individual intentionality, second-person subjective found in joint intentionality, and third-person objective found in collective intentionality (Reason & Bradbury, Sudatip Hancherngchai, Rajabhat Phuket University, Thailand 2001). Sudatip Hancherngchai, Rajabhat Phuket University, Thailand
Preservice Preservice Teacher’s Teacher’s Pedagogical Pedagogical Content Content Knowledge Knowledge in in Lesson Lesson Study Study
Julaluk Jai-On Julaluk Jai-On Wipaporn Suttiamporn Data Collection Wipaporn Suttiamporn The data was collected during three distinct time periods that coincided with the students' Abstract: Pedagogical content knowledge (PCK) forms a knowledge base for teachers, guiding their courses. ThePedagogical first course was a non-credit Intensive English that lastedfor 8 weeks, and guiding 4 hours their Abstract: knowledge formsLesson aprogram knowledge teachers, decisions and actions incontent classrooms (Ball et(PCK) al., 2008). study isbase processes for teacher adecisions week of class time per session. The second course, English for Academic Purposes (EAP) came and actions in classrooms (Ball et al., 2008). Lessondoing study and is processes for teacher2010). professional including collaboratively planning, seeing (Inprasitha, during the firstdevelopment term that lasted for 16 weeks, with 3 hours a weekdoing class time. The third course, 2010). professional development including collaboratively planning, and seeing (Inprasitha, This study wasEducation analysed came preservice teacher’s PCK inthat lesson study context. Data with were3collected Contemplative during the second term also lasted for 16 weeks, hours a by This study was analysed preservice teacher’s PCK in lesson study context. Data were collected by recording video tape and audio tape in classroom and were analysed by protocol analysis. The result week in which students were asked to maintain weekly contemplative practices that focused on recording video audio tape in classroom and were analysed by protocol analysis. The result revealed that; thetape firstand phase, preservice contemplation and compassion (Figure 7). teacher and lesson study team created mathematics problem revealed that; the first phase, preservice teacher and lesson study team mathematics problem situations, flow of lessons, materials and anticipated students’ ideas andcreated difficulties. The second situations, flow of lessons, materials and anticipated students’ ideas and difficulties. The second phase, preservice teacher collected, ordered and discussed students’ ideas in classroom and then phase, preservice teacher collected, and discussed students’toideas in classroom summarized the lesson through theseordered ideas. Moreover, she decided paused some ideasand thatthen quite summarized the lesson through these ideas. Moreover, she decided to paused some ideas that quite difficult for others. And the third phase, preservice reflected to students’ ideas and difficulties, difficult forofothers. And the thirdand phase, preservice reflected to students’ ideas and difficulties, sequences lessons, materials so on. sequences of lessons, materials and so on. Keywords: Pedagogical content knowledge, Lesson Study, Preservice teacher Keywords: Pedagogical content knowledge, Lesson Study, Preservice teacher
Introduction Introduction Most research supports the idea that teacher preparation is important, and that knowledge and
supports the idea that teacher preparation is important, knowledgeofand skills areMost builtresearch over time in a coherent program of study. The National Counciland forthat Accreditation skills are built over time in a coherent program of study. The National Council for Accreditation of Teacher Education suggests that a high quality of teacher preparation makes a difference in students’ Teacher Education suggests that a high quality of teacher preparation makes a difference in students’ learning and helps preservice teachers acquire essential knowledge and skills (Inprasitha, 2015). Over learning and helps preservice teachers acquire has essential knowledge and skills (Inprasitha, 2015). Over the past several decades, teacher’s knowledge become a major topic of interest to teacher Figure 3: Datahas Collection Stages the past several decades, teacher’s knowledge become a major topic of interest to teacher educators, researchers, and policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; educators, andBall policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; Fennema &researchers, Franke, et al, 2008). The notion ofdata pedagogical knowledge (PCK) was Following the1992; actionable research guide, I collected during thecontent three terms of regular Fennema & Franke, 1992; Ball et al, 2008). The notion of pedagogical content knowledge (PCK) was proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful classroom activities which were typically in the form of writing assignments and interviews that proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful frameworkthefor exploring what teachers need to knowand and the development content. Shulman addressed students' language learning experiences, could be categorizedofand analyzed as three framework for exploring what teachersofneed tothe know and and the development of content. Shulman conceptualized PCK as an integration both content pedagogical knowledge. triangulating voices (Reason & Bradbury, 2001). This included the students' subjective inquiry into conceptualized PCK as an integration ofbeginning both the and pedagogical countries have faced the challenge of content preparing teachers for theknowledge. ofmap, teaching their priorAll language learning experiences, with a time line, including atask mind and firstAll countries have faced the challenge of preparing teachers for theprograms task ofstudents teaching mathematics 2004),throughout and they have relied on their teacher education to ensure that person writing(ICMI, assignments the year. Based on embodied phenomenology, mathematics (ICMI, 2004), they have relied onand their teacher ensure explored their language learning experiences using the five Buddhist aggregates (Varela ettoal., 1991).that preservice teachers gain the and necessary knowledge skills to beeducation successfulprograms (National Council for preservice teachers gain the necessary knowledge and skills to be successful (National Council For the second-person intersubjective, students used Paulo 2006). Freire'sTeacher problem-posing, actionexplorefor Accreditation of Teacher Education cited in Inprasitha, educatorsand should and Accreditation of Teacher Education citedininwhich Inprasitha, 2006). Teacher educators should explore learning to engage eachtasks, other andcontexts the academic content. addition, third-person objective was and survey the activities, and the In preservice teachers acquired theirdata experience survey the activities, tasks, and contexts in which the preservice collected during dynamic assessment, and my own personal observation. and their perceptions of teaching mathematics (Fernandez, 2005).teachers acquired their experience and theirSome perceptions of teaching mathematics (Fernandez, 2005). researchers have found that when lesson study was introduced as part of the teacher Some researchers have found that when lesson study was introduced of the teacher Data Analysis education program, preservice teachers were able to reflect and revise lessonsasbypart themselves (Hiebert education program, preservice teachers were able to reflect and revise lessons by themselves (Hiebert For the qualitative data analysis, I used open, axial, and theoretical coding to interpret the student & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education experiences, and was able to identify patterns and themes that could be used to answer my research program has been lesson study. Lesson study is a process used in Japan to develop the teaching program has been lesson study.the Lesson study is a process used and in Japan to develop the teaching questions while following basic guidelines ofofqualitative analysis: profession and lessons within context students’ learning thinking by teacher-led profession and lessons within the context of students’ learning and thinking by teacher-led 1. I was not guided by universal rules; instructional improvement cycle in which teachers work collaboratively to: formulate goals for 2. The process wasa fluid andteach it dependent onwork the of the students whogoals instructional improvement cycle inwas which teachers collaboratively formulate for student learning, plan lesson, and/or observe the experiences lesson, reflect onto: the gathered evidence, participated, and the context in which their experiences were situated; student learning, plan a lesson, teach and/or observe the lesson, reflect on the gathered evidence, revise the lesson for improvement, and reteach the revised lesson (Inprasitha, 2015; Lewis, 2002; 3. the Thelesson analysis and adapted as the study evolvedlesson and emerged (Frechtling, 1997). 2002; revise forchanged improvement, and reteach revised (Inprasitha, 2015; Lewis, Fernandez & Yoshida, 2004). The integration ofthe Lesson Study into the classroom also had an impact To maintain these three guidelines, I processed and recorded the data immediately, and I began Fernandez & Yoshida, The integration of Lesson in Study into the classroom alsoincluded had the an impact on preservice teachers’ 2004). experiences as they participated the research process which such analysis as soon as the data was collected while following the guide I established (Figure, 4). The such on preservice teachers’ experiences as they participated in the research process which included elements as the students’ ideas, instructional materials, lessons, and reflection to improve teaching analysis for began ideas, by firstinstructional categorizing materials, the data according to first-person subjective, elements asthe thedata students’ lessons, and reflection to improvesecondteaching practiceintersubjective, (Isoda, 2007).and It has also shown benefits when5). used appropriately by preservice teachers person third-person objective (Figure practice (Isoda, 2007). It has also shown benefits when used appropriately by preservice teachers (Chassels & Melville, 2009; Sims & Walsh, 2008). 31 (Chassels & Melville, 2009; Sims & Walsh,Act 2008). Even though the 1999 Educational of Thailand called for educational reform, the 31 Eventeacher though education the 1999 Educational ofuniversities Thailand called for educational theto programs ofAct most in Thailand have notreform, been able mathematics
HRD JOURNAL Volume 9. 8Number 102 enu1. J .1June uN .9 emuloV rebm2018
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lla acciig go og ga ad de eP P ss’’rre eh hcca ae eT Te ecciiv vrre esse errP P y yd du uttS Sn no osssse eL Ln nii e eg gd de ellw wo on nK K ttn ne ettn no oC C
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Towards the end of the study, during the assess and evaluate stage, I was able to onotice udortnI dna egdelwonk taht dna ,tnatropmi si noitaraperp rehcaet taht aedi eht stroppus hcraesn er tistocM which exemplified the experiences as astwhole which led to aM tacitdnafoecommon gndoeitlawtiodnequalities krctcaA htrdonfand ali,ctnnthemes autorC oplm i s i n o i t a r a p e r p r e h c a e t t a h t a e d i e h t r o p p u s h c r a e s e r t s o anoitaN ehT .yduts fo margorp tnerehoc a ni emit revo tliub era slliks intuitive awareness (Moustakas, 1990). f o n o i t a t i d e r c c A r o f l i c n u o C l a n o i t a N e h T . y d u t s f o m a r g o r p t n e r e h o c a n i e m i t r e v o t l i u b ’stneduts ni ecnereffid a sekam noitaraperp rehcaet fo ytilauq hgih a taht stseggus noitacudEerreahsclaliekTs ne.d)u5t1s0n2i ,eachntiesraerfpfindI(asslleikkasmdnnaoeitgadraeplw eropnrkehlaciatneet sfsoeyetriiluauqqcahsgriehhacateathet csitvseregsgeursp nsopilteahcuddnEa grenhincaraeeTl r’esvtO revO .)51re0h2c,aaehttiostatrspenrIe(tnslilfikoscdipnoat ergodjaem lwaonekmloacietnbessaseh eergidueqlcwaosnrekhsc’areetheccaeivt r,esseedrapcespdlelahredvneas gtsnainpreahelt r e h c a e t o t t s e r e t n i f o c i p o t r o j a m oceehbtsdanhueogrdaeslrwekoanm k sy’creilhocpaedtn,ase,sdraechecdraleasreevr e,ssrotstaapcuedhet ;0991 ,namssorG ,7891 ,6891 ,namluhS( adelrm ow ; 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9 9 9 elgafor napaJ nfrom i desuthessdata ecor(figure p a si y5). dutThroughout s nosseL .ydthis uts process, nossel nIeewas b s1aconstantly h,rm ritgSor&p patterns and themes that emerged gnihcdaeelt-reehhtcpaoetleyvbedgnoitknnaihptadJ nnai dgensinursaseelc’osrtnpeadusitsyfdouttsxentonsosceLeh.tyndiuhttsiw nossnsoelssneeledbnsaanhom a regfoorrpp issand reminded ofreDewey's advice: Reflection israaelmeaning-making process; Reflection issesystematic d e l h c a e t y b g n i k n i h t d n a g n i n ’ s t n e d u t s f o t x e t n o c e h t n i h t i w s n o s l d n a n o i s s rof slaowith g etaroots lumrin ofscientific :ot ylevitinquiry; aroballoReflection c krow sremust hcaetbehcdone ihw nini ecommunity; lcyc tnemevReflection orpmi lanrequires oitcuerftosrnpi rigorous ,erconfesdliavoegdeetraelattitudes hutm agroefh:to(Rodgers, nt oyltecveiltfaerro2002). ,bnaolslsoecl kerhotwevsrreeshbcoaertoh/dcnihawhcnaieet l,cnyocsstenlem a nevaloprp,gmniinlaraneolittcnuerdtusntsi compassionate , e c n e d i v e d e r e h t a g e h t n o t c e l f e r , n o s s e l e h t e v r e s b o r o / d n a h c a e t , n o s s e l a ni arolpf ,ngonsisnerlaeehl ttneesdivuetsr ;2002 ,siweL ;5102 ,ahtisarpnI( nossel desiver eht hcaeter dna ,tnemevorpm ; 2 0 0 2 , s i w e L ; 5 1 0 2 , a h t i s a r p n I ( n o s s e l d e s i v e r e h t h c a e t e r d n a , t n e m e v o r p m oss&elzeehdtneasnirveeFr tcapFindings mi na dah oand sla mDiscussion oorssalc eht otni ydutS nosseL fo noitargetni ehT .)4002 ,aidriohfsonY tchacpum i n a d a h o s l a m o o r s s a l c e h t o t n i y d u t S n o s s e L f o n o i t a r g e t n i e h T . ) 4 0 0 2 , a d i h s o Y s dedulcni hcihw ssecorp hcraeser eht ni detapicitrap yeht sa secneirepxe ’srehcaet e& civzeredsnearnprenFo hcgunsihdceadeutlceUsing nviorhpcm iembodied hiwotssneociotcrphenomenology, p h c r a e s e r e h t n i d e t a p i c i t r a p y e h t s a s e c n e i r e p x e ’ s r e h c a e t e p enloe elfer dna ,snossestudents l ,slairetaexplored m lanoittheir curtsindividual ni ,saedi ’scapacity tneduts for ehtcselfsiavrsetsneerm gnsdiscovery, irehhccaaeet teevcolanguage rivprm i o t n o i t c e l f e r d n a , s n o s s e l , s l a i r e t a m l a n o i t c u r t s n i , s a e d i ’ s t n e d u t s e h t s a s t n e m eserp awareness, yb yletairpoand rppcommunicative a desu nehw stiintentionality. feneb nwohs What osla saI hwas tI .hoping )7002 ,atodosee sI(was ecitcaaerlpe s32 rehcaet ecivreserp yb yletairporppa desu nehw s t i f e n e b n w o h s o s l a s a h t I . ) 7 0 0 2 , a d o s I ( .)8002 ,hslaW & smiS ;9002 ,ellivleM & sleescsitachaCrp( slessahC32 ( eht ,mrofer lanoitacude rof dellac dnaliahT.)f8o00tc2A,hlsalnaoW ita& cusdm Ei9S9;99100e2ht,ehlgliuvolehM t n& evE e h t , m r o f e r l a n o i t a c u d e r o f d e l l a c d n a l i a h T f o t c A l a n o i t a c u d E 9 9 9 1 e h t h g u o h t n e v E ot elba neeb ton evah dnaliahT ni seitisrevinu tsom fo smargorp noitacude rehcaet scitamehtam
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progression from their own individual intentionality to shared intentionality in group work, to collective intentionality in a community of English language speakers (Tomasello, 2014). Subsequently, students began by exploring and describing their language learning experiences beginning with primary school, to include middle, and high school. The purpose was to initiate a critical exploration of their experiences with the intent of gaining more in-depth language awareness, self-knowledge, and self-awareness that are pertinent to language usage, learning, and development. Hancherngchai, Rajabhatthe Phuket University, Thailand WhileSudatip exploring and better understanding context through students’ language learning Sudatip Hancherngchai, Rajabhat Phuket University, Thailand Jai-On experiences, IJulaluk used open coding to discover that students’ fears of making speaking mistakes kept Julaluk Jai-On Wipaporn them from wanting to use Suttiamporn English. In Addition, using axial coding I categorized their experiences into Wipaporn Suttiamporn first, second, and third-person voices, and discovered that their fears affected their relationships in the Abstract:which Pedagogical knowledge (PCK) a knowledge base for teachers, guiding their classroom affectedcontent their learning, and how theyforms participated in the community. Moreover, Abstract: Pedagogical knowledge formsLesson a knowledge for teachers, guiding their decisions and actions incontent classrooms (Ball et(PCK) al., 2008). study isbase processes for teacher using theoretical coding, in reference to the Shared Intentionality Hypothesis (Tomasello, 2014), I decisions and actions in classrooms (Ball et al., 2008). Lesson study is processes for teacher professional development including collaboratively planning, doing and seeing (Inprasitha,to2010). discovered that students lacked individual, joint, and collective intentionality which contributed professional development including collaboratively doingcontext. and seeing 2010). This lack studyofwas analysed preservice teacher’s PCK inplanning, lesson study Data(Inprasitha, were collected by their wanting to participate, and directly affected their language development. This study was analysed preservice teacher’s PCK in lesson study context. Data were collected by Improving Classroom Practice recording video tape and audio tape in classroom and were analysed by protocol analysis. The result recording video audio tape in classroom andquestion were study analysed protocol analysis. result improve myand classroom practice, and answer 2, I followed the PIE four step The revealedTothat; thetape first phase, preservice teacher and lesson teambycreated mathematics problem revealed that; the first phase, preservice teacher and lesson study team created mathematics problem actionable guide: 1) explore & understand; 2) decide & plan; 3) implement &activate; 4) assess & situations, flow of lessons, materials and anticipated students’ ideas and difficulties. The second situations, flowphase of teacher lessons, materials andand anticipated students’ ideas and The second evaluate. After one was completed, I and had discussed a better understanding ofdifficulties. my language phase, preservice collected, ordered students’ ideas in students' classroom and then phase, preservice teacher collected, ordered and discussed students’ ideas in classroom and learning experiences, I decided that activities should be goal oriented, contextual, and socially summarized the lesson through these ideas. Moreover, she decided to paused some ideas thatthen quite summarized the & lesson these ideas. Moreover, she decided to paused some ideas quite supportive(Kolb Kolb, 2017). In addition, two aspects were added; first, forideas students makethat their difficult for others. Andthrough the third phase, preservice reflected to students’ and to difficulties, external conditions match their goals, and second, for students to change how they experience their difficult for others. And the third phase, preservice reflected to students’ ideas and difficulties, sequences of lessons, materials and so on. external conditions (Csikszentmihalyi, 2002: sequences of lessons, materials and so on. Cummins, 2000). Subsequently, an emphasis was placed on emotional well-being which I believed was essential if they were to overcome their lack of BICS Keywords: Pedagogical content knowledge, Lesson Study, Preservice teacher and CALP. InPedagogical any event, most of their classroomLesson learning was decontextualized, and was focused on Keywords: content knowledge, Study, Preservice teacher grammar and vocabulary. Language educators understand that vocabulary learned out of context lacks Introduction sustainability, and comprehension must go through a process of contextualization if the learner is to Introduction Most research supports the idea that teacher preparation is important, and that knowledge and consider Most the vocabulary their ownthe (van Lier, 2014). Language educationalists alsoand know that concepts and research supports idea that teacher preparation is important, knowledge skillstoare built over time intypically a coherent program of study. The National Council forthat Accreditation of need be learned socially, through a scaffolding process, and because of glocal students' skills areEducation built over suggests time in athat coherent program of teacher study. The Nationalmakes Council for Accreditation of Teacher a high quality of preparation a difference in students’ limited BICS, they struggle with CALP (Cummins, 2000). Teacher Education suggests that a high quality of teacher preparation makes a difference in students’ learningInand preservice teachers acquire essentialthat knowledge and skills (Inprasitha, 2015). Over thehelps second stage (decide & plan), I determined student development was as significant learning and helps preservice teachers acquire essential knowledge and skills (Inprasitha, 2015). Over thelearning past several decades, teacher’s knowledge become a major topic ofFramework. interest to teacher as academic content, as suggested by thehas Thai National Qualification Moreover, the past several decades, teacher’s knowledge has become a major topic of interest to teacher educators, researchers, andinvolve policy change makersand around the world (Shulman, 1986, 1987, Grossman, 1990; student development would transformation that is self-driven or self-directed, educators, researchers, andBall policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; Fennema & Franke, 1992; et al, 2008). The notion of pedagogical content knowledge (PCK) was making students responsible for their own learning (Swanson & Holton, 2001: Knowles, et al., 2014). Fennema & Franke, 1992; Ball et al, 2008). The notion of pedagogical content knowledge (PCK) was proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful Furthermore, it was decided that1987) classroom activities would be designed to resemble Freire's problemproposed by Shulman (1986, as a new domain of teacher knowledge, and it has been a useful framework for exploring teachers need to know and the development of content. Shulman posing, and Revan's action what learning, viewing both of these approaches as constructive, in which framework for exploring what teachersofneed tothe know and and the development of content. Shulman conceptualized PCK as an integration both content pedagogical knowledge. learning and meaning-making are the result of interaction. Nevertheless, it wasn’t until students were conceptualized PCK as an integration of both the content and pedagogical knowledge. have faced the challenge preparing teachers for the task teaching well intoAll theircountries contemplative exercises focused onofcompassion that students began to of engage others. All countries have faced the challenge of preparing teachers for the task of teaching mathematics (ICMI, 2004), and they have relied on their teacher education programs to ensure that Insider Practitioner Research mathematics (ICMI, 2004), they have relied onand their teacher programs ensure preservice teachers gain the and necessary knowledge skills to their beeducation successful (National Council for Insider research evidently begins with the researcher, and positioning within to the contextthat preservice teachers gain the necessary knowledge and skills to be successful (National Council where the researching professional or the professional researcher conducting the research Accreditation of Teacher Education cited in Inprasitha, 2006).isTeacher educators should(Atkins, explorefor and Accreditation of Teacher Inprasitha, 2006). Teacher educators explore & Wallace, 2012). In addition, ancontexts extracited purpose of insider research isteachers to make positiveshould changes in a and survey the activities, tasks,Education and ininwhich the preservice acquired their experience survey theperceptions activities, tasks, and contexts in which the preservice teachers acquired experience practitioner's own practice which causes a researcher to consider methodological as welltheir as ethical and their of teaching mathematics (Fernandez, 2005). and theirSome perceptions of teaching mathematics (Fernandez, 2005). considerations. However, a researcher's objectivity may come into question due toasthe researcher's researchers have found that when lesson study was introduced part of the teacher Some researchers have found that when lesson study was introduced as part of the teacher subjectivity, which requires an extra emphasis on settling issues that are "systematic, credible, education program, preservice teachers were able to reflect and revise lessons by themselves (Hiebert education program, preservice teachers were able to reflect and revise lessons by themselves (Hiebert verifiable, justifiable, useful, valuable and trustworthy" (Ibid, 2012, p. 53). As has been indicated & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education before, this research began as an exploration into the EMI context, but evolved into insider classroom program has been lesson study. Lesson study is a process used in Japan to develop the teaching research, allowed mestudy. to overcome the theory practice arethe associated program which has been lesson Lesson study isbetween a process usedand in Japan to which develop teaching profession and lessons within the context ofgap students’ learning and thinking by teacher-led with classroom research. This Actionable research followed feedback steps that included planning, profession and lessons within the context of students’ learning and thinking by teacher-led instructional improvement cycle in which teachers work collaboratively to: formulate goals for action and fact-finding aboutcycle the planned activities (Lewin, 2010). For organizing and coding thefor data instructional improvement in which teachers collaboratively formulate student learning, plan a lesson, teach and/or observework the lesson, reflect onto:the gatheredgoals evidence, Istudent followed Figure 1, which included the literature review around EMI, BICS/CALP, and adult learning, planimprovement, a lesson, teach and/or observe the lesson, reflect on the gathered evidence, revise the lesson Ifor and reteach the revised lesson (Inprasitha, 2015; Lewis, 2002; learning theories. essentially categorized the student experiences as (a) first-person subjective; (b) revise the lesson for improvement, and reteach the revised lesson (Inprasitha, 2015; Lewis, 2002; Fernandez & Yoshida, 2004). The integration of Lesson Study into the classroom also had an impact second-person intersubjective; and (c) third-person objective (Figure 8)the (Reason & Bradbury, 2001). Fernandez & Yoshida, 2004). The integration of Lesson Study into classroom also had an impact on preservice teachers’ experiences as they participated in the research process which included such In orderteachers’ to properly utilize their experiences, I decided that studentsprocess must participate as on preservice experiences as they participated in the research which included such elements as the students’ ideas, instructional materials, lessons, and reflection to improve teaching authentic communicators with both interlocutormaterials, support, and group and support. Based to onimprove the decide & elements as the students’ ideas, instructional lessons, reflection teaching practice (Isoda, 2007). It has also shownthat benefits used appropriately byactivities, preserviceand teachers plan stage, I planned classroom activities wouldwhen both improve the classroom the practice (Isoda, 2007).2009; It has Sims also shown benefits when used appropriately by preservice teachers (Chassels & Melville, & Walsh, 2008). 33 (Chassels & Melville, 2009; Sims & Walsh,Act 2008). Even though the 1999 Educational of Thailand called for educational reform, the 33 Eventeacher though education the 1999 Educational ofuniversities Thailand called for educational theto mathematics programs ofAct most in Thailand have notreform, been able
Preservice Preservice Teacher’s Teacher’s Pedagogical Pedagogical Content Content Knowledge Knowledge in in Lesson Lesson Study Study
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students' well-being. This consideration was the result of theTimeless immersion and rest period that allowed me to better understood the context (Moustakas, 1990). This was followed by a period of implementing the classroom activities with the intent of change. Participation as an outcome became more important than academic outcomes. This change can also be precipitated by the research methodology (Anderson & Braud, 2011). Through the research process, participants can experience change attitudes about oneself, and the world in general, as long as the research is inquiry based (Ibid, dnaliahT ,ytisrevinU tekuhP tahbajaR ,iahcgnrehcnaH pitaduS 2011).
lla acciig go og ga ad de eP P ss’’rre eh hcca ae eT Te ecciiv vrre esse errP P y yd du uttS Sn no osssse eL Ln nii e eg gd de ellw wo on nK K ttn ne ettn no oC C
dnaliahT ,ytisrevinU tekuhP tahbajaR ,iahcgnren hcOn-aiaHJ pkiutaladluuSJ aliu nropmain ttO uS-ianJrokpualp WJ Conclusion nropmaittuS nropapiW In International Higher Education, the growing use of English as the medium of riehtinstruction gnidiug ,sr(EMI) ehcaehas t rofmajor esab implications egdelwonk afor smlearning rof )KCP ( egdevelopment, delwonk tnetespecially noc lacigofor gastudents deP :tcain rtsbA and rieht gnidreiuhgca,serterhocfaseetsrsoefcoerspabsieygdduetlswnoonsksaeLsm C (teeglldaeBl(wsomnokotnrsestanloccnliascnigooitgcaaddenPa:stcnaoristiscbeAd .)8ro0f0)2K,is .laP countries from the expanding circle, where English seldom used culturally but learned as a foreign sienLna.)l8p0y0l2ev,i.tlaainternational neimspnoolietcwith .)0language 102r,eahhctaiin seatclassrooms(Kachru, rrponfIs(egsnseieceosrpdnsai ygdnu1992). itosdn,ogsnNevertheless, rtoeblalallB oc( sgm noicolleges dourlscsnailctnproceed vaeddnlEMI aansonisoeven siesifocerdp .)y0bthough 1d0e2tc,aelhthe t i s a r p n I ( g n i e e s d n a g n i o d , g n i n n a l p y l e v i t a r o b a l l o c g n i d u l c n i t n e m p o l e v e d l a n o i s locimplications erew ataD .have txetnonot c ybeen duts nadequately ossel ni Kexplored. CP s’rehcWhen aet ecusing ivreseEMI, rp deasystudent lana sacan w yexpect dutssesfoihrTp y b d e t c e l l o c e r e w a t a D . t x e t n o c y d u t s n o s s e l n i K C P s ’ r e h c a e t e c i v r e s e r p d e s y l a n a s a w y tlusethree r ehTtypes .sisylof anteaching a locotorapproaches: p yb desylanimposing, a erew dnenabling, a moorssor alpermissive c ni epat oi(Guilar, dua dna2006). epat oNevertheless, ediv gdnuidtsrosicheTr tmlueslebeach rorephTsapproach yleahntaahas locdsignificant oettoareprcybmadconsequences dl ndanthe d,eusaahdpnatserpifalearning, ndeidlaroecveerr c.istiasm m eetsyyldauntas enroesw sefor amrostudents' eohrcsaseatlcecnlanguage iiverepsaetropiacquisition, ethote;dtaivhtgand melbdevelopment. odrnpocsceistaem e h t a m d e t a e r c m a e t y d u t s n o s s e l d n a r e h c a e t e c i v r e s e r p , e s a h p t s r i f e h t ; t a h t For this reason, it is crucial that instructors in an EMI context have the best teacherhT .seitluciffid dna saedi ’stneduts detapicitna dna slairetam ,snossel fo wolf ,sndoeilataeuvteirs d n o c e s e hToo.sressitaluland isdadeproactive ndai ’ssatneeddi u’inststntheir adpnicaitdnearedinquiry orelfse,srnp2009). o,ietasauhtips training available, neht dna m ccinfifare deedsustown uscdseidtclassroom dnrao s,ldaeitr(Cochran-Smith ceetlalm oc,srnehocssaeelt feo& cw ivLytle, n e h t d n a m o o r s s a l c n i s a e d i ’ s t n e d u t s d e s s u c s i d d n a d e r e d r o , d e t c e l l o c r e h c a e t e c i v r e s e r p eissues sm ahups While some believe EMI is a passport to English acquisition, learning, and development, major etiuq taht saedi emos desuap ot dediced ehs ,revoeroM .saedi eseht hguorht nossel eht dezira,m etiand uq,stconcerns a h t s a e d i e m o s d e s u a p o t d e d i c e d e h s , r e v o e r o M . s a e d i e s e h t h g u o r h t n o s s e l e h t d e z i r a m m must be considered, including students' communicative intentionality, their Basic eitluciffid dna saedi ’stneduts ot detcelfer ecivreserp ,esahp driht eht dnA .srehto rof tluciffuids ,seitluciffidCommunication dna saedi ’stneSkills duts o(BICS), t detcelfand er etheir civreCognitive ser.pno,eossahdAcademic pnadrsilhatireehtatLanguage dn,Asn.osrsesheProficiency Interpersonal m ltoforosef ctlnuecuiqffeids (CALP) (Cummins, 2000). .no os dna slairetam ,snossel fo secneuqes However, most stakeholders agree that in the area of EMI, something must change. Deciding rehcaet ecivreserP ,ydutS nosseL ,egdelwonk tnetnoc lacigogadeP :sdrowyeK what to change, andrehow transformations hcaetot ecultivate civreserP ,ydutS nosseLare ,egdifficult delwonkundertakings. tnetnoc lacigInoglife, adedriving P :sdroforces wyeK and restraining forces are always in play, and change managers must first be aware ofnthese oitcudortnI dialectical forces that either promote change or maintain the status quo in relations to our students’ udortnI dna egdelwonk taht dna ,tnatropmi si noitaraperp rehcaet taht aedi eht stroppus hcraesn erotistocM social groups (Lewin, 2010). As at starting point, determining the campus dnafoeintentions, gndoeitlawtiodnekrcand tcaA httheir d n a , t n a t r o p m i s i n o i t a r a p e r p r e h c a e t a h t a e d i e h t s t r o p p u s h c r a e s e r t s o M rof licnuoC lanoitaN ehT .yduts fo margorp tnerehoc a ni emit revo tliub era slliks atmosphere recognized using learning specifically ndouittsatniideecrcnccan A rbe annoand oitiatarconceptualized phgtnihermetaphors, iuthe udbEerreahsclaliekTs ’stfnoeacquisition e r e f foifdlaic(AM), sneukoaCmland aNpParticipation eerhpTre.yhdcuatest fmetaphor foo m ytailraguoqr(PM) aehtoahctas1998). tnsieegm guitSimply s rneoviotatclput, metaphor the (Sfard, under the ’ s t n e d u t s n i e c n e r e f f i d a s e k a m n o i t a r a p e r p r e h c a e t f o y t i l a u q h g i h a t a h t s t s e g g u s n o i t a c u revOAM, .)510the 2 ,student's ahtisarpnmind I( slliis ksadcontainer na egdelw onk with laitneknowledge sse eriuqcabysraehteacher, caet ecior vrewhat serpFreire spleh referred ddnEa grenhinctoaraeas eTl filled revO .)51re0h2c,aaehttiostatrspenrIe(tnslilfikoscdipnoat ergodjaem lwaonekmloacietnbessaseh eergidueqlcwaosnrekhsc’areetheccaeivt r,esseedrapcespdlelahredvneas gtsnainpreahelt banking education (Freire, 2011). On the other the PM participation r e h c a e t o t t s e r e t n i f o c i p o t r o j a m oceehand, eslrwekosuggests k sy’creilhoacpprocess aedtn,ase,sdraof e,ssrotstaawhich pcuedhet ;099begins 1 ,namby ssoexperiencing rG ,7891 ,68parts 91 ,nof amthe luhwhole S( adelrm ow hbts1998). danhueogrdaThus, anby m echecdraleasreevrteachers (Sfard, examining experiences, ; 0 9 9 1 , n a m s s o r G , 7 8 9 1 , 6 8 9 1 , n a m l u h S ( d l r o w e h t d n u o r a s r e k a m y c i l o p d n a , s r e h c r a e s e r , s r o t a saw )can KCexplore P( egdeltheir wonteaching k tnetnocpractice lacigogand adepdetermine fo noitonifetheir hT .)teaching 8002 ,la activities te llaB ;2encourage 991 ,eknarAM F &oram encnuedFe PM, saw ) K C P ( e g d e l w o n k t n e t n o c l a c i g o g a d e p f o n o i t o n e h T . ) 8 0 0 2 , l a t e l l a B ; 2 9 9 1 , e k n a r F & a m lufwhile esu a students neeb sahcan ti dexplore na ,egdetheir lwonexperiences k rehcaet fotondetermine iamod weif n athey sa )are 789using 1 ,68the 91(AM namor luhPM. S yb deseonpnoerF p lufesnuam a lnuehTo eSb discover s.tanhettni odcnor afo,euncover g d e l w o n k r e h c a e t f o n i a m o d w e n a s a ) 7 8 9 1 , 6 8 9 1 ( n a m l u h pboth oarrpf tnempolthe evestructure d eht dnaofwthese onk oexperiences, t deen srehcaand et twhat ahw gneeds nirolptoxeberSochanged, fybkrdoewsoem namluhand S ..etteachers ngedtenlowcofnoare ecm enhabecome t dtnneatnwoocphenomenologists nekhot thdtoebenfosrneohictaa(Bentz nsairoKlpCxPe d1998). reozfiklaruoHerein ktlnaencouraged igpooglaedveepd dto regt etatnhiwn&agShapiro, tw peem cnaorcf students oantthis kehlat cresearch, antinrinstructor hgtnoebllafohcnhis oehittateaching rdgeectanfi envexperiences, aashasK illlaAutpecnoc lies the gnfoundation ihca.eegt dfeolw ksof riogfosgraedhecpthat aedtngthe aeptneorpc feohteexplores eiC rtPnudoeczwhile g n i h c a e t f o k s a t e h t r o f s r e h c a e t g n i r a p e r p f o e g n e l l a h c e h t d e c a f e v a h s e i r t n u o c phenomenology tahteaching t erusneand ot sguiding margorpthenostudents itacude to rehexplore caet rietheir ht noown deillearning er evah yexperiences. eht dna ,)40With 02 ,IM CI( sclliA tamehtaatm traohthe tf leicheart, runsunoeCfoundation oltasnm a r g o r p n o i t a c u d e r e h c a e t r i e h t n o d e i l e r e v a h y e h t d n a , ) 4 0 0 2 , I M oitaN( or lufumbrella sseccus eofb this ot slresearch, liks dna eexperiences gdelwonk ycan rassbe ecen eht niag sreC hIc(aesct ietcaim vreehstearmp r o f l i c n u o C l a n o i t a N ( l u f s s e c c u s e b o t s l l i k s d n a e g d e l w o n k y r a s s e c e n e h t n i a g s r e h c a e t e c i dna discovered, erolpxe dluand ohs the srotproper acude steps rehcacan eT .be )60taken 02 ,ato htitransform sarpnI ni dthese etic nexperiences oitacudE retohcimprove aeT fo nstudent oitativdreerscecrAp dneaccommunicative enreoirlpepxxeedrluieohhtsintentionalitywhich s r o t a c u d e r e h c a e T . ) 6 0 0 2 , a h t i s a r p n I n i d e t i c n o i t a c u d E r e h c a e T f o n deriuqca srehcaet eis civarcatalyst eserp ehfor t hclanguage ihw ni stacquisition, xetnoc dna learning, ,sksat ,seand itividevelopment. tcoaiteahttidyeervcrcuAs ecneirepxResearching e rieht deriulived qca srexperiences ehcae.t)5e0ci0v2rcan e,zseebe rdpnaeperformed h t h c i h w n i s t x e t n o c d n a , s k s a t , s e i t i v i rnuas nreF( scitausing mehtContemplative am gnihcaet foorsnMindful oitpetccraeInquiry, pehriteyhetvdin 00y2d,uztesdnnoaissnsencouraged reelFn(eshcw itatm anm ivhachaestrof srnaoeresearch istepreecm reopS rieht dnas a process rewhich hcaet the eht researcher fo trap sa dasec"scholar-practitioner" udortni .s)a5w aheto thdtbe uthe ogf necenter efohcthe both applied philosopher and knowledge broker (Bentz & Shapiro, 1998). Thus, social contemplative r e h c a e t e h t f o t r a p s a d e c u d o r t n i s a w y d u t s n o s s e l n e h w t a h t d n u o f e v a h s r e h c r a e s e r e m o S trebeiH( sevlesmeht yb snossel esiver dna tcelfer ot elba erew srehcaet ecivreserp ,margorp noitacude inquiry trneobietresearch, iaH scmamindful nsotsnseem l ebegins rroom t eelbhat feowith reew r.e)h7researcher c0a0e2t ,e.claivtreeas rbpe,im cu( dseevrleehor eethet hytbfsoinquiry psoilveevreddanprocess tanetcceelrfeeof nOsthe tsreeparticipant-observer Ha;r9g9o9r1p ,nroeligtaictSud&e only views his own experiences and practices, but the participants' within the classroom noitwho acgundinot e r e h c a e t e h t f o s t n e m p o l e v e d t n e c e r e r o m e h t f o e n O . ) 7 0 0 2 , . l a t e t r e b e i elgaritgSor&p hcaet eht poleved ot napaJ ni desu ssecorp a si yduts nosseL .yduts nosselHne;9eb99s1ah,rm environment, toestheir interactions. According to Varela, etseal., "the new gnihcdaeelt-reehhand tcpaoetlthe eyvbeaffects dgnoitknnairelated p a J n i d u s s e c o r p a s i y d u t s n o s s e L . y d u t s n o s l n e e b s a h m asregfoorrpp ht dntheir a gnhorizon inrael ’stotnencompass eduts fo txeboth tnoclived eht nhuman ihtiw sexperience nossel dna and noisthe sciences of mind need tonienlarge d e l r e h c a e t y b g k n i h t d n a g n i n r a e l ’ s t n e d u t s f o t x e t n o c e h t n i h t i w s n o s s e l d n a n o i s suerftosrnpi rof slaog efor talutransformation mrof :ot yleviinherent taroballoinc human krow srexperience" ehcaet hcihw ni elkl. cyc1026. tnemNevertheless, evorpmi lanoit itcis possibilities (1991, sdliavoegdeetraelhutm :tont oyltecveiltfaerro,bnaolslsoecl kerhotwevsrreeshbcoaertoh/dcnihawhcnaieet l,cnyocsstenlem olittcnuerdthe tusntsi ,erconfeexperiences athat groefhare athenevaresearcher loprp,gmniinlaranethat lived explored by the participants themselves along with , e c n e d i v e d e r e h t a g e h t n o t c e l f e r , n o s s e l e h t e v r e s b o r o / d n a h c a e t , n o s s e l a n a l p , g n i n r a e l t n e d ;makes 2002 ,this siweresearch L ;5102 unique. ,ahtisarIn pnthis I( nosense ssel dthe esiphenomenology ver eht hcaeter doverlaps na ,tnemwith evorethnography, pmi rof nosseorl ewhat ht eshas ivuetsr ; 2 0 0 2 , s i w e L ; 5 1 0 2 , a h t i s a r p n I ( n o s s e l d e s i v e r e h t h c a e t e r d n a , t n e m e v o r p m i r o f n o s s e l e h t e s tcapbeen mi nacalled dah oethnomethodology sla moorssalc eht in otnwhich i ydutparticipants S nosseL fonavigate noitargethe tni everyday ehT .)400world 2 ,adiin hswhich oY & zthey ednalive nirveeFr tchacpum i n a d a h o s l a m o o r s s a l c e h t o t n i y d u t S n o s s e L f o n o i t a r g e t n i e h T . ) 4 0 0 2 , a d i h s o Y & z e d n a s dedManen, ulcni h1997, cihw s2014: secorpBentz hcrae&seShapiro, r eht ni d1998). etapicitrap yeht sa secneirepxe ’srehcaet ecivresernprenFo (van hcgunsihdceadeutlcenviorhpcm ihiwotssneociotcreplfhecrrdaensae,rsenhotssneild,esltaaipriectiatm raplayneohittcsuartssencin,esiareedpix’est’nsreedhuctas eethetcsiavrsetsneerm p enloe Throughout ASEAN, students attending international colleges are tasked with learning gnsacademic irehhccaaeet teevcontent o r p m i o t n o i t c e l f e r d n a , s n o s s e l , s l a i r e t a m l a n o i t c u r t s n i , s a e d i ’ s t n e d u t s e h t s a s t n e m civreserinp aybsecond yletairlanguage porppa dwhile esu nehaving hw stiflimited eneb nw ohs and oslalacking sah tI .)communicative 7002 ,adosI( ecitcaerlpe BICS s34 rehcaet ecivreserp yb yletairporppa desu nehw s t i f e n e b n w o h s o s l a s a h t I . ) ado&sIs(leescsitachaCrp( .)8002 ,hslaW & smiS ;9002 ,e7l0li0v2le,M slessahC34 ( eht ,mrofer lanoitacude rof dellac dnaliahT.)f8o00tc2A,hlsalnaoW ita& cusdm Ei9S9;99100e2ht,ehlgliuvolehM t n& evE denlliasceditnisarleiavhinTuftosotcmAfloansm oiatargcuodrpEn9o9i9ta1cuehdte hrgehucoahettnsecvitEamehtam oteehltba,mnreoefbertolanneovitaahcuddnealrioafhT
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Volume 9. Number 1. June 9.1.2018 Number 1. June 2018 Volume 9.Volume Number June 2018
Volume 9. Number 1. June 2018
intentionality. This is highly problematic, and raises concerns for all stakeholders. For the past seven years, I have helped prepare education students for a double degree program with a university in the United States. These science students from the Faculty of Education join us at the International College to use English as a Medium of Instruction (EMI). Having the privilege to teach these students, who I affectionately refer to as glocal, have had limited or no experiences using English authentically outside the classroom. For theseThailand reasons, they collectively Sudatip Hancherngchai, Rajabhat Phuket University, exhibited the same shyness and reluctanceRajabhat to speak English, followed theThailand same learning path, and Sudatip Hancherngchai, Phuket University, Julaluk Jai-On inevitably struggled with EMI. In the past two years, due to a forward thinking member of the Julaluk Jai-On Wipaporn Suttiamporn Education Faculty, Contemplative Education was added to their required courses, and I was chosen to Wipaporn Suttiamporn teach the course. Preparing to teach this course has changed my life, and the direction of this Abstract: Pedagogical content knowledge (PCK) forms a knowledge base for teachers, guiding their dissertation. Abstract:and Pedagogical knowledge (PCK) formsLesson a knowledge for teachers, guiding their decisions actions incontent classrooms (Ball etabilities, al., 2008). study isbase processes These eight students' limited English led to what typically takes placefor in teacher most EMI decisions and actions in classrooms (Ball et al., 2008). Lesson study is processes for teacher professionalandevelopment includingincollaboratively planning, and seeing (Inprasitha, 2010). classrooms, unstated arrangement which glocal students use doing their native language to understand professional development including teacher’s collaboratively planning, doing and seeing (Inprasitha, 2010). This study was analysed preservice PCK in lesson study context. Data were collected by the content, and then use rote memorization in English for test taking. While there is nothing This study was analysed preservice teacher’s PCK in lesson study context. Data were collected by recording wrong video tape audio tape in and wereitanalysed protocol analysis. The result essentially with and learning content in classroom the native language, is not theby purpose of EMI, and limits recording video tape audio tape in classroom andlesson were study analysed bycreated protocol analysis. The result revealed that; the firstand phase, preservice teacher and mathematics problem second language acquisition, learning, and development. However, thisteam arrangement can be revealed that; the first phase, preservice teacher and lesson study team created mathematics problem situations, flow lessons, materials and the anticipated ideas and difficulties. Theactivities. second transformed whenofinstructors contextualize academicstudents’ content by socializing the learning situations, flow of teacher lessons, materials ordered and anticipated students’ ideas eventually and difficulties. The second phase, preservice collected, and discussed students’ ideas in classroom and then Subsequently,students' communicative intentionality is improved which leads to student phase, preservice teacher collected, ordered and discussed students’ ideas in classroom and learning and development. However, developing communicative intentionality takes time, and thatthen summarized the lesson through these ideas. Moreover, she decided to paused some ideas quite summarized the lesson through these ideas. Moreover, she decided to paused some ideas that quite typically fallsothers. outside curriculum learning outcomes. While instructors can improve classroom difficult for And the thirdand phase, preservice reflected to students’ ideas and difficulties, difficult forofstudents others. And the thirdand phase, preservice reflected to students’ ideas and This difficulties, practice, the must essentially transform their intentions, attention, and actions. requires a sequences lessons, materials so on. sequences of lessons,shared,and materialscollective and so on. change in individual, intentionality which was accomplished using problemposing, actionPedagogical learning, andcontent introspection through contemplation while others were supportive Keywords: knowledge, Lesson Study, Preservice teacher Keywords: Pedagogical content knowledge, Lesson Study, Preservice teacher through compassion.
Preservice Preservice Teacher’s Teacher’s Pedagogical Pedagogical Content Content Knowledge Knowledge in in Lesson Lesson Study Study
Introduction
Introduction References Most research supports the idea that teacher preparation is important, and that knowledge and
Most research supports the idea that preparation is Harvard. important, and knowledgeofand Argyris, (2008). people how teacher to of learn. Boston, MA: Business Review skills areC. built overTeaching time in asmart coherent program study. The National Council forthat Accreditation skills are built over time in a coherent program of study. The National Council for Accreditation of TeacherPress. Education suggests that a high quality of teacher preparation makes a difference in students’ Teacher Education suggests that a high quality of teacher preparation makes a difference in students’ Atkins, & Wallace, S. (2012). Qualitative research in education. Thousand Oaks, CA: learningL.,and helps preservice teachers acquire essential knowledge and skills (Inprasitha, 2015). Over learning and helps preservice teachers acquire essential knowledge and skills (Inprasitha, 2015). Over SAGE publications. the past several decades, teacher’s knowledge has become a major topic of interest to teacher Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. Rutledge, the past several decades, teacher’s knowledge has become a major topic of interest to teacher educators, researchers, and policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; NY: Taylor Francis. educators, andBall policy makers around the world (Shulman, 1986, 1987, Grossman, 1990; Fennema &researchers, Franke,&1992; et al, 2008). The notion of pedagogical content knowledge (PCK) was Bacon, M. & (2012). Pragmatism: an introduction. Malden, MA: Polity. Fennema Franke, 1992; Ball et al, 2008). The notion of pedagogical content knowledge (PCK) was proposed by Shulman (1986, 1987) as a new domain of teacher knowledge, and it has been a useful Bentz, V. M., & Shapiro,(1986, J. J. (1998). Mindful Inquiry inof Social Research. Thousand Oaks, CA: a useful proposed by Shulman 1987) as a new domain teacher knowledge, and it has been framework for exploring what teachers need to know and the development of content. Shulman SAGE framework forPublications. exploring teachersofneed tothe know and and the development of content. Shulman conceptualized PCK as anwhat integration both content pedagogical knowledge. Bohm, D. (2013). On dialogue. New York, NY: Routledge. conceptualized PCK as an integration of both the content and pedagogical knowledge. countries faced the challenge ofeducation preparing teachers for task research. of teaching Carr, W.,All & Kemmis, S.have (2003). Becoming critical: knowledge andthe action All countries have faced the challenge of preparing teachers for the task of teaching mathematics (ICMI, 2004), and they have relied on their teacher education programs to ensure that London, UK: Routledge. mathematics (ICMI, 2004), and they have relied onand their teacher education programs to ensure that preservice teachers gain the necessary knowledge skills to be successful (National Csikszentmihalyi, M. (2002). Flow: The classic work on how to achieve happiness. London,Council UK: for preservice teachers gain the necessary knowledge and skills to be successful (National Council Accreditation of Teacher Education cited in Inprasitha, 2006). Teacher educators should explorefor and Random House. Accreditation of Teacher Education cited in Inprasitha, 2006). Teacher educators should explore and survey the activities, tasks, and contexts in which the preservice teachers acquired their experience Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. New survey the activities, tasks, andMatters. contexts in which the preservice and their perceptions of teaching mathematics (Fernandez, 2005).teachers acquired their experience York, NY: Multilingual and their perceptions teaching mathematics (Fernandez, 2005). Some researchers have found that when lesson study was introduced as part of the teacher Dewey, J., Hickman, L.ofA., & Alexander, T. M. (1998). The essential Dewey: Ethics, logic, Some researchers have found that when lesson study was introduced of the teacher education program,(Vol. preservice teachers were able to reflect and revise lessonsasbypart themselves (Hiebert Psychology 2). Bloomington, IN: Indiana University Press. education program, preservice teachers were able to reflect and revise lessons by themselves (Hiebert Freire, P. (2011). the2007). oppressed. 30th edition translatedof bythe Myra & Stigler, 1999; Pedagogy Hiebert etofal., One of theanniversary more recent developments teacher education & Stigler, 1999; Hiebert et al., 2007). One of the more recent developments of the teacher education UK: Bloomsbury Publishing programBergman has beenRamos. lessonLondon, study. Lesson study is a process used in Japan to develop the teaching programR.has been lesson study. Lesson study is neuroscience a process used in Japan tolove, develop the teaching Hanson, (2009). Buddha's brain: The practical of and happiness, wisdom. profession and lessons within the context of students’ learning thinking by and teacher-led profession and lessons within the context of students’ learning and thinking by teacher-led Oakland, CA: New Harbinger Publications. instructional improvement cycle in which teachers work collaboratively to: formulate goals for instructional improvement cycle in which teachers work collaboratively formulate for Hayes, S. C. (2005). Get out of your mind and into your life:lesson, The new acceptance and student learning, plan a lesson, teach and/or observe the reflect onto:the gatheredgoals evidence, student learning, plan a lesson, teach and/or observe the lesson, reflect on the gathered evidence, Commitment therapy. Oakland, CA: New Harbinger Publications. revise the lesson for improvement, and reteach the revised lesson (Inprasitha, 2015; Lewis, 2002; Illeris, How we learn:The Learning and non-learning inlesson school and beyond.2015; New York, revise K. the(2007). lesson for improvement, and reteach revised (Inprasitha, Lewis, 2002; Fernandez & Yoshida, 2004). integration ofthe Lesson Study into the classroom also had an impact NY: Routledge. Fernandez & Yoshida, 2004). The integration of Lesson Study into the classroom also had an on preservice teachers’ experiences as they participated in the research process which includedimpact such Introna, L. D. (1998). Language and social autopoiesis. Cybernetics & Human Knowing, 5(3), 3on preservice as they participated in the research process included such elements as theteachers’ students’experiences ideas, instructional materials, lessons, and reflection towhich improve teaching 1. as the students’ ideas, instructional materials, lessons, and reflection to improve teaching elements practice (Isoda, 2007). It has also shown benefits when used appropriately by preservice teachers Johnson, M. (2015). Morality humans: Ethical understanding from the perspective of practice (Isoda, 2007). It hasfor also shown benefits when used appropriately by preservice teachers (Chassels & Melville, 2009; Sims & Walsh, 2008). 35 (Chassels & Melville, 2009; Sims & Walsh,Act 2008). Even though the 1999 Educational of Thailand called for educational reform, the 35 Even though the 1999 Educational Act of Thailand called for educational reform, the mathematics teacher education programs of most universities in Thailand have not been able to
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rehcaet eht fo trap sa decudortni saw yduts nossel nehw taht dnuof evah srehcraeser emoS o ethratpybsasdneocsusedloerstnivi esraw ahstrdenhucaoefteevcaihvrserseehrcpra,m esaerrgeom trebreeihHc(aestevehletsfm dnyadtucetslfneor sosteel lnbeahewretw rponSoitacude trneobietiaH ( s e v l e s m e h t y b s n o s s e l e s i v e r d n a t c e l f e r o t e l b a e r e w s r e h c a e t e c i v r e s e r p , m a r g o cude rehcaet eht fo stnempoleved tnecer erom eht fo enO .)7002 ,.la te trebeiH ;999r1p ,nroeligtaictSud&e noitacgundihecraeehtceahett peohltefvoedstnoet m elgaritgSor&p nappoalJevneiddtenseucsesreecroorm p aehsit yfoduetnsOno.)s7s0e0L2.y,.dlauttse ntroesbseeilHne;9eb99s1ah,rm gnihcdaeelt-reehhtcpaoetleyvbedgnoitknnaihptadJ nnai dgensinursaseelc’osrtnpeadusitsyfdouttsxentonsosceLeh.tyndiuhttsiw nossnsoelssneeledbnsaanhom isasregfoorrpp d e l r e h c a e t y b g n i k n i h t d n a g n i n r a e l ’ s t n e d u t s f o t x e t n o c e h t n i h t i w s n o s s e l d n a n o rof slaog etalumrof :ot ylevitaroballoc krow srehcaet hcihw ni elcyc tnemevorpmi lanoiitscsuerftosrnpi ,erconfesdliavoegdeetraelhutm agroefh:tont oyltecveiltfaerro,bnaolslsoecl kerhotwevsrreeshbcoaertoh/dcnihawhcnaieet l,cnyocsstenlem a nevaloprp,gmniinlaraneolittcnuerdtusntsi , e c n e d i v e d e r e h t a g e h t n o t c e l f e r , n o s s e l e h t e v r e s b o r o / d n a h c a e t , n o s s e l a ni arolpf ,ngonsisnerlaeehl ttneesdivuetsr ;2002 ,siweL ;5102 ,ahtisarpnI( nossel desiver eht hcaeter dna ,tnemevorpm ; 2 0 0 2 , s i w e L ; 5 1 0 2 , a h t i s a r p n I ( n o s s e l d e s i v e r e h t h c a e t e r d n a , t n e m e v o r p m oss&elzeehdtneasnirveeFr tcapmi na dah osla moorssalc eht otni ydutS nosseL fo noitargetni ehT .)4002 ,aidriohfsonY tchacpum i n a d a h o s l a m o o r s s a l c e h t o t n i y d u t S n o s s e L f o n o i t a r g e t n i e h T . ) 4 0 0 2 , a d i h s o Y s dedulcni hcihw ssecorp hcraeser eht ni detapicitrap yeht sa secneirepxe ’srehcaet e& civzeredsnearnprenFo hcgunsihdceadeutlcenviorhpcm ihiwotssneociotcreplfhecrrdaensae,rsenhotssneild,esltaaipriectiatm raplayneohittcsuartssencin,esiareedpix’est’nsreedhuctas eethetcsiavrsetsneerm p enloe gnsriehhccaaeet teevcoirvprm i o t n o i t c e l f e r d n a , s n o s s e l , s l a i r e t a m l a n o i t c u r t s n i , s a e d i ’ s t n e d u t s e h t s a s t n e m eserp yb yletairporppa desu nehw stifeneb nwohs osla sah tI .)7002 ,adosI( ecitcaerlpe s36 rehcaet ecivreserp yb yletairporppa desu nehw wo& hs somsliaS s;a9h00tI2.,)e7l0li0v2le,M ado&sIs(leescsitachaCrp( .)8s0ti0f2en,ehbslanW slessahC( eht ,mrofer lanoitacude rof dellac dnaliahT.)f8o00tc2A,hlsalnaoW ita& cusdm Ei9S9;99100e2ht,ehlgliuvolehM t n& evE e h t , m r o f e r l a n o i t a c u d e r o f d e l l a c d n a l i a h T f o t c A l a n o i t a c u d E 9 9 9 1 e h t h g u o h t n e v E ot elba neeb ton evah dnaliahT ni seitisrevinu tsom fo smargorp noitacude rehcaet scitamehtam
