Investigating the Role of a Teacher Professional Development Programme in Cultivating 21st-Century Skills in a Flipped Learning EFL Environment: Towards a Framework

Date

2024-7

Author

Temiz, Gürkan

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This dissertation investigates what role a Teacher Professional Development programme might have in fostering the enactment of 21st-century skills in a Flipped Learning EFL environment. Employing a sociocultural approach to TPD, the research explored how the 4C, namely critical thinking, creativity, communication, and collaboration, of 21st-century skills were cultivated by five EFL instructors in their practices and how these skills were enacted by university preparatory school students in their online flipped EFL lessons. Drawing from an interpretive research paradigm, the research employed a mixed design involving a pre-post test survey, interviews, weekly reflections, lesson plans, lesson artifacts, and classroom observations to explore and explain the link between TPD and the implementation of 21st-century skills in EFL classrooms. The research underscores the benefits of TPD in integrating 21st-century skills in EFL classes by taking into consideration the micro, meso, and macro contextual factors that impact the sustainability of cultivating these skills. Moreover, the research showed that teaching with 21st-century skills brings about many opportunities as well as some drawbacks regarding contextual factors. Also, the research found that FL contributes to the successful integration of the 4C, while distance education complicates this process. The detailed analysis of the data gathered from various sources suggests the FOCUS-4C teacher professional development framework that recognizes the role of micro, meso, and macro contextual factors in aligning the teaching & learning practices with 21st- century skills and highlights familiarization, operationalization, externalization, and internalization processes for successful integration of these skills in EFL education.

Subject Keywords

Teacher professional development, 21st -century skills, flipped learning, EFL

URI

https://hdl.handle.net/11511/110379

Collections

Graduate School of Social Sciences, Thesis