In this article I describe three action research projects done by teachers at Teachers College, C... more In this article I describe three action research projects done by teachers at Teachers College, Columbia University, Tokyo MA TESOL Program. I discuss the benefits of doing action research (how it helps us to make more informed teaching decisions; gain skills at posing and solving teaching problems; expand reflective skills; create a forum to discuss teaching issues and beliefs), as well as its limitations (a focus only on problems; a narrowly defined linear process). I then highlight other avenues to expand awareness, such as "exploring to see what happens" by trying the opposite, exploring "what we actually do" as opposed to "what we think we do," considering "what we believe in relation to what we do," and exploring to "gain emotional clarity." アクションリサーチを使った教育について考える-検証例、利点と限界 本論文では、コロンビア大学ティーチャーズ･カレッジ東京校英語教授法修士課程プログラムで学ぶ教師たちによって行われた３つのアクションリサーチについて語り、アクションリサーチがもたらす利点（教師自身の自律した教育的判断能力、問題提示能力、解決能力、また、反省能力が高まること。教育やその信念について話し合う場が提供さ...
There are a variety of activities teachers can use to develop their teaching beliefs and practice... more There are a variety of activities teachers can use to develop their teaching beliefs and practices. combination, discuss how teachers can develop their teaching through the use of case studies, peer observation, self-observation with video, team-teaching, mentoring, coaching, teaching portfolios, learning a second language, talk with supervisors, teaching journals and action research.
Later version published by University of Michigan Press, 2011
Venrick for inviting me to direct their doctoral dissertations on cultural adaptation processes a... more Venrick for inviting me to direct their doctoral dissertations on cultural adaptation processes as I was able to more clearly understand my own research through our mutually rewarding conversations.
This article focuses on research into the lives of students, who were educated within Asian EFL l... more This article focuses on research into the lives of students, who were educated within Asian EFL learning contexts, and studying at a US university. The purpose of the study was to understand the kinds of challenges that these students faced and the adaptation strategies they used when faced with these challenges. Qualitative data were collected and analyzed using on-going interviews with and written narratives by students from China, Indonesia, Japan, Korea, Malaysia, Taiwan and Thailand. Findings show that students were challenged by academics, social interaction, and emotional reactions to their
ABSTRACT Directive and clinical approaches to teacher supervision, while appreciated by some tea... more ABSTRACT Directive and clinical approaches to teacher supervision, while appreciated by some teachers, are also problematic. The most obvious problem is that teachers are not provided with much opportunity to develop their decision-making skills about what and how to teach. The focus of this paper is to present and illustrate a process through which the supervisor can provide teachers with opportunities to make their own teaching decisions by leading them through a process of exploration. This process includes teaching teachers how to observe classroom interaction, code and analyze interaction, interpret patterns of classroom behavior, and make informed decisions about teaching based on the analysis and interpretation. In addition, in order to enhance exploration, the supervisor is encouraged to bring teachers together to work on activities which center on teaching.
... cultural communication activities for them to do in class, I was closed to discovering other ... more ... cultural communication activities for them to do in class, I was closed to discovering other aspects ... This map also had the apparent consequence (which the teacher was surprised to discover) of allowing ... ESL teachers, and when it does, it seems to take on a face-saving nature. ...
ABSTRACT In preservice foreign/second language teacher preparation programs, prescriptions about... more ABSTRACT In preservice foreign/second language teacher preparation programs, prescriptions about how to teach have certain limitations. The most outstanding is that direct transfer of information does not necessarily afford student teachers chances to gain insight into how they can investigate their teaching processes and make decisions about what they can do in classrooms after the teacher preparation program has ended.In this paper we present a multiple-activities approach to teacher preparation through which student teachers are provided with opportunities to investigate their teaching and to make decisions about what and how to teach. In this approach student teachers experience classroom teaching, observe other teachers, conduct investigative projects of their teaching and its consequences, and discuss teaching in several contexts.A multiple-activities approach has been shown to provide student teachers with opportunities to develop their decision-making skills. However, communication within these activities is complex and opportunities for student teachers to develop decisionmaking skills can be blocked as well as facilitated through the type of interaction which goes on within and across each activity. Thus, in our discussion we are sensitive to interaction within each activity and to the connections which can be made between them.
In this article I describe three action research projects done by teachers at Teachers College, C... more In this article I describe three action research projects done by teachers at Teachers College, Columbia University, Tokyo MA TESOL Program. I discuss the benefits of doing action research (how it helps us to make more informed teaching decisions; gain skills at posing and solving teaching problems; expand reflective skills; create a forum to discuss teaching issues and beliefs), as well as its limitations (a focus only on problems; a narrowly defined linear process). I then highlight other avenues to expand awareness, such as "exploring to see what happens" by trying the opposite, exploring "what we actually do" as opposed to "what we think we do," considering "what we believe in relation to what we do," and exploring to "gain emotional clarity." アクションリサーチを使った教育について考える-検証例、利点と限界 本論文では、コロンビア大学ティーチャーズ･カレッジ東京校英語教授法修士課程プログラムで学ぶ教師たちによって行われた３つのアクションリサーチについて語り、アクションリサーチがもたらす利点（教師自身の自律した教育的判断能力、問題提示能力、解決能力、また、反省能力が高まること。教育やその信念について話し合う場が提供さ...
There are a variety of activities teachers can use to develop their teaching beliefs and practice... more There are a variety of activities teachers can use to develop their teaching beliefs and practices. combination, discuss how teachers can develop their teaching through the use of case studies, peer observation, self-observation with video, team-teaching, mentoring, coaching, teaching portfolios, learning a second language, talk with supervisors, teaching journals and action research.
Later version published by University of Michigan Press, 2011
Venrick for inviting me to direct their doctoral dissertations on cultural adaptation processes a... more Venrick for inviting me to direct their doctoral dissertations on cultural adaptation processes as I was able to more clearly understand my own research through our mutually rewarding conversations.
This article focuses on research into the lives of students, who were educated within Asian EFL l... more This article focuses on research into the lives of students, who were educated within Asian EFL learning contexts, and studying at a US university. The purpose of the study was to understand the kinds of challenges that these students faced and the adaptation strategies they used when faced with these challenges. Qualitative data were collected and analyzed using on-going interviews with and written narratives by students from China, Indonesia, Japan, Korea, Malaysia, Taiwan and Thailand. Findings show that students were challenged by academics, social interaction, and emotional reactions to their
ABSTRACT Directive and clinical approaches to teacher supervision, while appreciated by some tea... more ABSTRACT Directive and clinical approaches to teacher supervision, while appreciated by some teachers, are also problematic. The most obvious problem is that teachers are not provided with much opportunity to develop their decision-making skills about what and how to teach. The focus of this paper is to present and illustrate a process through which the supervisor can provide teachers with opportunities to make their own teaching decisions by leading them through a process of exploration. This process includes teaching teachers how to observe classroom interaction, code and analyze interaction, interpret patterns of classroom behavior, and make informed decisions about teaching based on the analysis and interpretation. In addition, in order to enhance exploration, the supervisor is encouraged to bring teachers together to work on activities which center on teaching.
... cultural communication activities for them to do in class, I was closed to discovering other ... more ... cultural communication activities for them to do in class, I was closed to discovering other aspects ... This map also had the apparent consequence (which the teacher was surprised to discover) of allowing ... ESL teachers, and when it does, it seems to take on a face-saving nature. ...
ABSTRACT In preservice foreign/second language teacher preparation programs, prescriptions about... more ABSTRACT In preservice foreign/second language teacher preparation programs, prescriptions about how to teach have certain limitations. The most outstanding is that direct transfer of information does not necessarily afford student teachers chances to gain insight into how they can investigate their teaching processes and make decisions about what they can do in classrooms after the teacher preparation program has ended.In this paper we present a multiple-activities approach to teacher preparation through which student teachers are provided with opportunities to investigate their teaching and to make decisions about what and how to teach. In this approach student teachers experience classroom teaching, observe other teachers, conduct investigative projects of their teaching and its consequences, and discuss teaching in several contexts.A multiple-activities approach has been shown to provide student teachers with opportunities to develop their decision-making skills. However, communication within these activities is complex and opportunities for student teachers to develop decisionmaking skills can be blocked as well as facilitated through the type of interaction which goes on within and across each activity. Thus, in our discussion we are sensitive to interaction within each activity and to the connections which can be made between them.
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Papers by Jerry Gebhard