Teacher research is recognized, in ELT and education more generally, as a powerful transformative strategy for teacher development and school improvement. This volume provides original insights into this issue by focusing on the processes involved in becoming and being a teacher researcher. Contributions highlight these processes from two particular perspectives: from that of teachers themselves as they experience what becoming and being a teacher researcher involves; and from that of those who facilitate teacher research, with a focus on the practices and principles they employ in supporting teachers.
Recenzijos
This edited volume is a powerful, engaging, and inspiring collection of reflective accounts of TR in action. I commend the editors for the careful selection of contributions and international authors based in different educational settings. I recommend this book to teachers interested in engaging with research, teacher educators, and policy makers who have a say in teacher education programmes and projects. (Darķo Luis Banegas, RELC Journal, January, 2016)
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List of Figures and Tables |
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ix | |
| Series Editors' Preface |
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x | |
| Notes on Contributors |
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xii | |
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xv | |
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1 Key Issues in Doing and Supporting Language Teacher Research |
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1 | (13) |
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2 Towards New Understandings: Reflections on an Action Research Project with Japanese University Students |
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14 | (15) |
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3 Action Research as a Means of Stepping Out of the Teaching Comfort Zone |
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29 | (18) |
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4 Learning to Do Teacher Research Independently: Challenges and Solutions |
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47 | (10) |
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5 Teacher Research in Video-Based Online Classrooms |
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57 | (13) |
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6 Border Crossings: Researching across Contexts for Teacher Professional Development |
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70 | (17) |
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7 Participative Investigation: Narratives in Critical Research in the EFL Classroom |
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87 | (11) |
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8 Facilitating Teacher Research: Course Design, Implementation, and Evaluation |
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98 | (15) |
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9 Supporting Teacher Research through a Practical In-Service Course |
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113 | (12) |
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10 Action Research as a Professional Development Strategy |
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125 | (14) |
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11 Practices and Principles of Pre-Service Action Research |
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139 | (13) |
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12 Teacher Research in the English Language Teacher Development Project |
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152 | (18) |
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13 Encouraging Teacher Research through In-House Activities: The Approach of a Finnish University Language Centre |
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170 | (15) |
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14 Teacher Research: Looking Back and Moving Forward |
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185 | (9) |
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| Further Reading |
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194 | (5) |
| Index |
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199 | |
Anisa Saleh Al-Maskari, Ministry of Education, Oman Simon Borg, ELT consultant, Slovenia Vicki Bos, The University of Queensland, ICTE-UQ, Australia Rachel Bowden, Bristish Council, International Paula Charbonneau-Gowdy, Universidad Andres Bello in Santiago, Chile Servet ?elik, Karadeniz Technical University, Turkey Kenan Dikilita?, Gediz University, Turkey Tuula Lehtonen, University of Helsinki Language Centre, Finland Gerrard Mugford, Universidad de Guadalajara, Mexico Kari Pitkänen, University of Helsinki Language Centre, Finland Maureen Rajuan, Achva College of Education, Israel Hugo Santiago Sanchez, University of Bath, UK Michael Stout, University of Tsukuba, Japan Jerry Talandis Jr., University of Toyama, Japan Johanna Vaattovaara, University of Helsinki Language Centre, Finland Patsy Vinogradov, Hamline University in St. Paul, USA Jianmei Xie, University of Exeter, UK Megan Yucel, The University of Queensland, ICTE-UQ, Australia
