Teachers’ collaborative inquiry through professional study group

The purpose of this study is to explore the nature of the professional study group as a tool of teacher development, examining how teachers reflect upon their learning experiences in the study group. The study was conducted at a private elementary school in Seoul during the fall semester of 2009. Seven EFL teachers at the school, 4 males and 3 females, ranging in age from 25 to 41 years, were involved in this study. This study was a qualitative research. The data were collected through semi-structured interviews, audio-taped dialogues, observations, and researcher field notes. Using these data, the study analyzes teachers’ perceptions towards professional study group. The results of the study highlighted the followings as its positive effects: creating a supportive learning community; exploiting the critical reflections from colleagues; increasing collaboration and communication among teachers; improving self-efficacy in regard to individual’s teaching behaviors; changing teachers’ ideas of, and raising awareness in, their own beliefs and instructions. In addition, the study showed the benefits and the challenges of creating an environment that supports a collegial learning community, identifying some major themes that the participants discussed during the meetings. The study will help inform ESL/EFL teachers and teacher educators of how reflective teaching through professional study group may support teachers’ in-depth exploration of their professional thinking and practice.