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Language teacher action research achieving sustainability

Language teacher action research achieving sustainability

 Edwards, Emily.
 2016.
 tr. 6-15. Oxford University Press. English ISSN: 09510893
Ngôn ngữAction research and the professional development of graduate teaching assistantsAction research facilitated by university–school collaborationEFL teachersLanguage teacher research engagementQuality and sustainability in teacher-researchTeacher research for professional developmentTeachers researching their own practice
Tác giả CN Edwards, Emily.
Nhan đề Language teacher action research: achieving sustainability / Emily Edwards, Anne Burns.
Thông tin xuất bản 2016.
Mô tả vật lý tr. 6-15.
Tùng thư Oxford University Press.
Tóm tắt Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in Australia, we address the question of the sustainability of the impact of AR. Data from a survey and interviews show that, between one and four years after completing an AR programme, the teachers felt more confident, connected to their students, research-engaged, and recognized by colleagues and managers. We argue that a balance of top-down institutional support and individual teacher motivation is essential in ensuring sustainability of the impact over time. Finally, we suggest how the benefits of AR can be sustained for teachers doing AR and their colleagues.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Action research and the professional development of graduate teaching assistants
Từ khóa tự do Action research facilitated by university–school collaboration
Từ khóa tự do EFL teachers
Từ khóa tự do Language teacher research engagement
Từ khóa tự do Quality and sustainability in teacher-research
Từ khóa tự do Teacher research for professional development
Từ khóa tự do Teachers researching their own practice
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a Oxford University Press.
520[ ] |a Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in Australia, we address the question of the sustainability of the impact of AR. Data from a survey and interviews show that, between one and four years after completing an AR programme, the teachers felt more confident, connected to their students, research-engaged, and recognized by colleagues and managers. We argue that a balance of top-down institutional support and individual teacher motivation is essential in ensuring sustainability of the impact over time. Finally, we suggest how the benefits of AR can be sustained for teachers doing AR and their colleagues.
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653[0 ] |a Action research and the professional development of graduate teaching assistants
653[0 ] |a Action research facilitated by university–school collaboration
653[0 ] |a EFL teachers
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