The findings are presented against the backdrop of the Armenian context with recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.
📌 3 Key Takeaways
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Objective & Hypothesis:A sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory ("expert" knowledge) to practice ("experiential" knowledge).
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Key Findings & Data:The present paper explores classroom research and reflective practice as forms of teacher-led inquiry for the EFL context.
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Conclusion & Impact:The findings are presented against the backdrop of the Armenian context with recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
A sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory ("expert" knowledge) to practice ("experiential" knowledge). The present paper explores classroom research and reflective practice as forms of teacher-led inquiry for the EFL context. In particular, this study explores the extent to which Armenian EFL teachers engage in classroom research, the challenges they face therein, and whether or not they consider themselves to be reflective practitioners. The findings are presented against the backdrop of the Armenian context with recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.
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Cite This Article
CİROCKİ, A., FARRELLY, R. (2022). Research and reflective practice in the EFL classroom: Voices from Armenia. Eurasian Journal of Applied Linguistics, Cilt: 2 - Sayı: 1, 31–56. https://ajindex.com/articles/507071
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