EFL Teachers' Fidelity of Implementation of a Story-Based English Intervention: Analysis of Pedagogical Behaviors

• In Event: Centering Inclusion and Diversity When Engaging in K–12 Classroom Observations

Abstract

In this case study, we described two English-as-foreign-language (EFL) teachers’ fidelity of implementation (FOI) as a result of virtual professional development (PD) and a story-based curriculum intervention in large-sized first-grade classrooms in China. To determine these teachers’ adherence to an 8-week story-based English intervention and identify the quality of curriculum delivery and comfort with curriculum implementation, we collected their classroom observations and analyzed them using Transitional Bilingual Observation Protocol (TBOP). Our findings from observations and surveys demonstrated the challenges these teachers faced in balancing fidelity to, and adaptation of, the curriculum in their classrooms. Teachers also expressed the constant demand for on-going VPD sessions. Nuanced delineations of teachers’ pedagogical behaviors and recommendations were discussed.

Authors

• Henan Zhang, Texas A&M University
  Presenting Author

• Fuhui Tong, Texas A&M University
  Presenting Author

• Fubiao Zhen, Texas A&M University
  Presenting Author

• Rafael Lara-Alecio, Texas A&M University
  Non-Presenting Author

• Cindy L. Guerrero, Texas A&M University
  Non-Presenting Author

• Julia Lynch, Texas A&M University
  Non-Presenting Author

• Chunyan Luo
  Non-Presenting Author

• Beverly J. Irby, Texas A&M University
  Non-Presenting Author