An exploratory study into the use of the take-home timeline activity for teacher professional development

Abstract

The purpose of this study was to explore teachers’ experiences of a novel teacher education tool: the take-home timeline activity. A total of 25 English language teachers from four countries were invited to produce a visual timeline of how their beliefs and practices had changed over time. They were then asked to present and discuss their timelines with the researchers. A qualitative, exploratory methodological approach was adopted as part of an interpretivist philosophical framework. After presenting their timelines, participants were invited to reflect on their experiences in a semi-structured interview. Data were analysed inductively using a thematic analytical approach. The study found that most participants’ experiences of the timeline activity were positive. Firstly, teachers reported that the timeline had helped them develop increased understandings of their professional selves, thus facilitating reflection on how they might ‘become’ better teachers in the future. Secondly, many teachers reported that timeline activity had provided an uplifting and even therapeutic emotional experience, thus helping them to ‘feel’ better about themselves as teachers. Although certain limitations and challenges of the timeline tool are discussed, the findings suggest that timelines may be a useful addition to reflective practice in teacher education.

Keywords

• TESOL
• qualitative research
• professional development
• English teacher education
• timelines
• reflective practice