Dòng Nội dung
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Developing an Interpretation of Collective Beliefs in Language Teacher Cognition Research / Neil England. // Tesol Quarterly Volume 51, Issue 1 March 2017.
2017.
p. 229–238.

Language teacher cognition research is understood as the investigation of “what language teachers think, know and believe” (Borg, 2006, p. 1) and, in most cases, how it relates to teachers classroom practices. The most common unit of analysis in this type of research is the individual (Borg, 2006). This work is normally informed by broader constructs of teacher knowledge in general, as opposed to the specialised knowledge of language teachers. One such construct is personal practical knowledge (Clandinin & Connelly, 1986; Golombek, 1998). Personal practical knowledge is understood to be experiential, situated, and storied, embedded in daily classroom practices and constructed and reconstructed through personal narratives of life and classroom experiences. As such, it is usually seen as idiosyncratic. Most studies of personal practical knowledge, therefore, use the individual as the unit of analysis on the assumption that “each person s knowledge cannot be codified across individuals without damaging important nuances of meaning” (Carter, 1990, p. 304).
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Language teacher action research: achieving sustainability / Emily Edwards and Anne Burns. // ELT journal. 2016, Vol. 70, No. 1.
2016.
p. 6-15.

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.