The Effect of Collaborative Team Meeting Strategy on Developing EFL Prospective Teachers’ Lesson Planning and Lesson Delivery Quality

نوع المستند : المقالة الأصلية

المؤلف

Associate Prof. of Curriculum & EFL Instruction, Head of Curriculum & Instruction Dep., Faculty of Education, October 6 University, Egypt

المستخلص

The present study investigated the effect of a suggested collaborative team meeting strategy (CTMS) on developing EFL prospective teachers’ lesson planning and lesson delivery quality. The study participants targeted (n=18) fourth-year English majors at the Faculty of Education, October 6 University, Egypt. The recruited participants were two intact EFL fourth-year practicum groups. The study used a pre-post-test one group design. To collect the study data, a pre-post lesson planning quality evaluation checklist and a lesson delivery quality observation checklist were designed and implemented. The intervention training was a suggested collaborative team meeting strategy (CTMS). Procedurally, before the intervention, the quality of the participants’ lesson planning and lesson delivery quality were pre-assessed. The participants were trained on the CTMS. While and after the intervention participants’ lesson planning and lesson delivery quality were pre-assessed. Results revealed that the EFL prospective teachers’ lesson planning and lesson delivery quality was improved. Moreover, there was a moderate positive correlation between the EFL prospective teachers’ lesson planning quality and lesson delivery quality. Finally, the collaborative team meeting strategy (CTMS) was effective in developing EFL prospective teachers’ quality of lesson planning and lesson delivery. 
 

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