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Action research facilitated by university–school collaboration.

Action research facilitated by university–school collaboration.

 Yuan, Rui.
 2015.
 tr. 1-10. Oxford University Press. English ISSN: 09510893
Ngôn ngữAction Research.Tiếng Anh.Giảng dạy.Nghiên cứu hành động.
Tác giả CN Yuan, Rui.
Nhan đề Action research facilitated by university–school collaboration./ Rui Yuan, Icy Lee.
Thông tin xuất bản 2015.
Mô tả vật lý tr. 1-10.
Tùng thư Oxford University Press.
Tóm tắt While Action Research (AR) is promoted as a powerful route for teachers’ professional development, different contextual challenges may arise during the process; teachers may be helped to overcome these challenges with the guidance of external facilitators. Drawing on data from interviews and the teachers’ AR reports, this article explores how two EFL teachers conducted AR by participating in a university–school collaborative project. Findings of the study show that with the scaffolding provided by university researchers, the teachers changed their conceptions about research and coped with different contextual constraints in their AR, leading to professional learning and development. This study concludes with some implications about how AR can be used to promote teachers’ continuing professional development.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Action Research.
Từ khóa tự do Tiếng Anh.
Từ khóa tự do Giảng dạy.
Từ khóa tự do Nghiên cứu hành động.
Tác giả(bs) CN Lee, Icy.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a While Action Research (AR) is promoted as a powerful route for teachers’ professional development, different contextual challenges may arise during the process; teachers may be helped to overcome these challenges with the guidance of external facilitators. Drawing on data from interviews and the teachers’ AR reports, this article explores how two EFL teachers conducted AR by participating in a university–school collaborative project. Findings of the study show that with the scaffolding provided by university researchers, the teachers changed their conceptions about research and coped with different contextual constraints in their AR, leading to professional learning and development. This study concludes with some implications about how AR can be used to promote teachers’ continuing professional development.
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