Feeling Incompetent Drives Me to Learn: Unraveling Teacher Learning Mechanisms in EFL Materials Development

Abstract

The present study investigates the dynamics of teacher learning within the context of an English as a Foreign Language materials development project (MDP) in China. Drawing upon qualitative data from interviews and field observations, we identified four distinct teacher learning mechanisms that emerged during the MDP. These mechanisms included (1) identifying one's strengths and weaknesses, (2) growing through communicative connection, (3) reflecting on one's teaching and materials development experiences, and (4) transforming one's practices. Furthermore, we explored the influencing factors at the intrapersonal, interpersonal, and institutional levels that interacted with these learning mechanisms. Our findings revealed that teacher learning is a cyclical process that involves the identification of improvement needs, engagement in learning activities, and the transformation of teaching practices. The MDP served as a boundary broker, facilitating teacher learning by providing a platform for boundary-crossing between different educational contexts. These insights contribute to our understanding of how teachers engage in professional learning through MDPs and suggest implications for teacher learning programs and the development of professional learning communities.