The findings are presented against the backdrop of the Armenian context withrecommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.
📌 3 Maddede Bu Makale
🎯
Amaç & Hipotez:A sociocultural perspective of teacher development honours the rich knowledge base that teachers workfrom as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge).
📊
Temel Bulgular & Veri:Thepresent paper explores classroom research and reflective practice as forms of teacher-led inquiry for theEFL context.
💡
Sonuç & Katkı:The findings are presented against the backdrop of the Armenian context withrecommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Classroom research · professional development · reflection
Abstract
A sociocultural perspective of teacher development honours the rich knowledge base that teachers workfrom as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). Thepresent paper explores classroom research and reflective practice as forms of teacher-led inquiry for theEFL context. In particular, this study explores the extent to which Armenian EFL teachers engage inclassroom research, the challenges they face therein, and whether or not they consider themselves to bereflective practitioners. The findings are presented against the backdrop of the Armenian context withrecommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.
CİROCKİ, A., FARRELLY, R. (2016). 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/284863
Adey, P., G. Hewitt, J. Hewitt, & N. Landau. (2004). The professional development of teachers: Practice and theory. Dordrecht, Netherlands: Kluwer Academic Publishers.
Allison, D. & Carey, J. (2007). What do university language teachers say about language teaching research? TESL Canada Journal, 24(2), 61-81.
Anderson, G. (1990). Fundamentals of educational research. New York, NY: Falmer. Anderson, J. (2003). Expanding the paradigm: Students as researchers in service-learning. In S. H. Billig & A. S. Waterman (Eds.), Studying service learning: Innovations in education research methodology (pp.167–184).
Mahwah, NJ: Lawrence Erlbaum Associates. Anderson, S. E. (Ed.). (2002). Improving schools through teacher development. Case studies of the Aga Khan foundation projects in East Africa. Lisse, Netherlands: Swets & Zeitlinger Publishers.
Barkhuizen, G. (2009). Topics, aims, and constraints in English teacher research: A Chinese case study. TESOL Quarterly, 43, 113-125. http://doi.org/bcqh
Berdie, D. R., Anderson, J. F., & Niebuhr, M. A. (1986). Questionnaires: Design and use. London, UK: The Scarecrow Press.
Bernhardt, V. L. (2013). The school portfolio. A comprehensive framework for school improvement (2nd ed.). New York, NY: Eye On Education. Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388. http://doi.org/d9cvzt
Borg, S. & Liu, Y. (2013). Chinese college English teachers’ research engagement. TESOL Quarterly, 47, 270-299. http://doi.org/bcqj
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker. (Eds.), Reflection: Turning experience into learning (pp.18–40).
New York, NY: Nichols. Bullough, R. V., & Gitlin, A. D. (2001). Becoming a student of teaching: Linking knowledge production and practice. New York, NY: RoutledgeFalmer. Burns, A. (2009). Doing action research in ELT. A guide for practitioners. New York, NY: Routledge. Calfee, R., & Perfumo, P. (Eds.). (1996). Writing portfolios in the classroom. Policy and practice, promise and peril. New York, NY: Lawrence Erlbaum Associates. Castle, K. (2012). Early childhood teacher research. From questions to results. New York, NY: Routledge. Çelik, S. & Dikilitaş, K. (2015). Action research as a professional development strategy. In S. Borg and H. S. Sanchez (Eds.), International perspectives on teacher research (pp. 125-138).
Basingstoke, UK: Palgrave Macmillan. Churchill, R., Ferguson, P., Godi