TRA CỨU
  • Bài trích
  • Language teacher action research: achieving sustainability /
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.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Action research and the professional development of graduate teaching assistants
Thuật ngữ không kiểm soát Action research facilitated by university–school collaboration
Thuật ngữ không kiểm soát EFL teachers
Thuật ngữ không kiểm soát Language teacher research engagement
Thuật ngữ không kiểm soát Quality and sustainability in teacher-research
Thuật ngữ không kiểm soát Teacher research for professional development
Thuật ngữ không kiểm soát Teachers researching their own practice
Nguồn trích ELT journal.- 2016, Vol. 70, No. 1.
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0410 |aeng
044|aenk
1001 |aEdwards, Emily.
24510|aLanguage teacher action research: achieving sustainability /|cEmily Edwards, Anne Burns.
260|c2016.
300|atr. 6-15.
3620 |aVol. 70, No. 1 (Jan. 2016)
490|aOxford University Press.
520|aAction 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.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aAction research and the professional development of graduate teaching assistants
6530 |aAction research facilitated by university–school collaboration
6530 |aEFL teachers
6530 |aLanguage teacher research engagement
6530 |aQuality and sustainability in teacher-research
6530 |aTeacher research for professional development
6530 |aTeachers researching their own practice
773|tELT journal.|g2016, Vol. 70, No. 1.
890|a0|b0|c0|d0

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