TRA CỨU
Tác giả CN Smith, Richard.
Nhan đề Researching teacher associations /Richard Smith and Kuchah Kuchah.
Thông tin xuất bản 2016.
Mô tả vật lý p. 212-221.
Tùng thư Oxford University Press.
Tóm tắt In this article, we argue not only for more research into English language teacher associations (TAs) but also for research to be carried out by and within TAs. That is, we advocate their becoming ‘Researching TAs’ themselves. This suggestion derives from our recent collaborative work with/within the Cameroon English Language and Literature Teachers’ Association (CAMELTA). In this context, we have initiated and helped to facilitate the development of what we term—by analogy with ‘teacher-research’—‘TA-research’: systematic inquiry which is based on members’ priorities and officially endorsed by a TA, and which engages members as active participants in what they see as a collective project. This initiative offers promising signs that a TA can become a ‘researching association’ in the service of its members’ needs. In the CAMELTA case, valuable local knowledge is being uncovered and shared, helping members become less dependent on outsider expertise: in a word, more empowered.
Đề mục chủ đề Ngôn ngữ--Giảng dạy--Tiếng Anh--TVĐHHN
Thuật ngữ không kiểm soát Researching teacher associations.
Tác giả(bs) CN Kuchah, Kuchah.
Nguồn trích ELT journal.- 2016, Vol. 70, No. 2.
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1001 |aSmith, Richard.
24510|aResearching teacher associations /|cRichard Smith and Kuchah Kuchah.
260|c2016.
300|ap. 212-221.
3620 |aVol. 70, No. 2 (Apr. 2016)
490|aOxford University Press.
520|aIn this article, we argue not only for more research into English language teacher associations (TAs) but also for research to be carried out by and within TAs. That is, we advocate their becoming ‘Researching TAs’ themselves. This suggestion derives from our recent collaborative work with/within the Cameroon English Language and Literature Teachers’ Association (CAMELTA). In this context, we have initiated and helped to facilitate the development of what we term—by analogy with ‘teacher-research’—‘TA-research’: systematic inquiry which is based on members’ priorities and officially endorsed by a TA, and which engages members as active participants in what they see as a collective project. This initiative offers promising signs that a TA can become a ‘researching association’ in the service of its members’ needs. In the CAMELTA case, valuable local knowledge is being uncovered and shared, helping members become less dependent on outsider expertise: in a word, more empowered.
65017|aNgôn ngữ|xGiảng dạy|xTiếng Anh|2TVĐHHN
6530 |aResearching teacher associations.
7001 |aKuchah, Kuchah.
773|tELT journal.|g2016, Vol. 70, No. 2.
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