Cambridge English Southern Europe

Experts in Language Assessment

‘Systematic inquiry made public’: Teacher reports from a national action research program

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The teacher research movement (e.g. Cochran-Smith and Lytle 1999), of which action research is a well-recognised strand, has gained ground in general education, but also more recently in English language teaching. Among the many opportunities for professional development now available to language teacher educators and language teachers (e.g. Richards and Farrell 2005), action research (AR) has gained an increasingly prominent place.

Research by teachers in their own classrooms refers to practitioners who are involved ‘individually or collaboratively in self motivated and self-generated systematic and informed inquiry undertaken with a view to enhancing their vocation as professional educators’ (Lankshear and Knobel 2004:9). Thus, action research emphasises local and situated inquiry, on issues of direct concern to teachers themselves, initiated, carried out and managed in their own classrooms or schools. The outcomes of this research are intended to provide the basis for deeper understanding, and can lead to change and improvement in the lives of the teachers and their students.

In a series of post, which we will be publishing over the next few days, you will have the opportunity to read more about these action research (AR) projects undertaken by colleagues in the field, the methods they used and conclusions they came to. Stay tuned for more articles coming your way.

Written by Cambridge English Southern Europe

July 9, 2014 at 10:00 am

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