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Language teacher action research achieving sustainability

Language teacher action research achieving sustainability

 Emily Edwards, Anne Burns
 2016.
 p. 6-15. Oxford University Press. English ISSN: 09510893
Ngôn ngữ
Tác giả CN Emily Edwards, Anne Burns
Nhan đề Language teacher action research: achieving sustainability / Emily Edwards, Anne Burns.
Thông tin xuất bản 2016.
Mô tả vật lý p. 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
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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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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