Facilitator and peer support in collaborative curriculum design

Abstract

This study investigated the effects of facilitator and peer support in collaborative curriculum design on English language teachers’ practice and learning of Communicative Language Teaching (CLT) and their students’ motivation in an Ethiopian university. The support had promising effects on teaching practice, student motivation, and CLT knowledge and beliefs of teachers in both support groups. Quantitative data analyses showed that teachers supported by peers had significantly better gains in their general CLT practice, but qualitative data analysis showed more comparable teacher learning gains across the two support groups. The study supported the conclusion that professional development in which teachers are supported by peers or facilitators in enacting innovative teaching practices seems promising.