scholarly journals Action Research as a Bottom-up Approach to Foster Teacher Involvement in Language Curriculum Change

2017 ◽  
Vol 8 (2) ◽  
pp. 362
Author(s):  
Mina Saghaieh Bolghari ◽  
Arezoo Hajimaghsoodi
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Curriculum Development ◽  
Curriculum Change ◽  
Teacher Involvement ◽  
Top Down ◽  
Language Curriculum ◽  
Different Types ◽  
Basic Characteristics

Despite the popularity of action research in the field of teacher education and professional development, not much is found regarding the role of action research in language curriculum development. This lack of interest may stem from the dominance of top-down approach over curriculum development in some EFL contexts where no special place is given to the local needs and wants. This paper starts with the definition and some basic characteristics of action research and then follows with a brief overview of its origins as well as different types. How action research can make changes in a curriculum is discussed next. Then it looks at the role action research may play in creating positive changes in teachers’ roles in curriculum development. Some of the challenges of implementing action research are mentioned later. Finally, the paper ends with some guidelines for teachers to make improvements as a result of conducting action research.

scholarly journals Teacher Professional Development: EFL Teachers’ Experiences in the Republic of Benin

2016 ◽  
Vol 6 (4) ◽  
pp. 144
Author(s):  
Juvenale Patinvoh Agbayahoun
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teacher Development ◽  
Top Down ◽  
Teachers Experiences ◽  
Efl Teachers ◽  
Research Findings ◽  
Teacher Professional ◽  
Republic Of Benin ◽  
The Republic

<p>Using a survey, this study examines EFL teachers’ views on professional development, the models of teacher development they are familiar with, and their experiences in the area. The study also inquires into the teachers’ knowledge and opinions about inquiry-based teaching. The results indicate that though the EFL teachers often have the opportunity to participate in teacher development activities, these activities do not enable them to develop the skill of reflection and action on practice as they are patterned on top-down models of teacher development and happen in a one-shot workshop-style. Other teacher development activities such as action-research, reading research findings in the field, peer observation, mentoring, or teacher networking are unfamiliar to them. While the participant EFL teachers acknowledged that the top-down teacher development activities give them exposure to informative input, they also reported that such activities, paradoxically, have little impact on their teaching and students’ learning. Most of them acknowledged having very little knowledge of teacher development activities that involve self-intiative and autonomy, and they expressed interest in learning about and trying action-research in their classrooms.</p>

The language curriculum: A social contextual perspective

2008 ◽  
Vol 41 (2) ◽  
pp. 147-181 ◽  
Author(s):  
Kathleen Graves
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Curriculum Change ◽  
Curriculum Planning ◽  
Target Language ◽  
Central Process ◽  
Language Curriculum ◽  
History Of ◽  
Integrated Approaches

This article examines curriculum from a social contextual perspective in which enactment – teaching and learning – is the central process, to which planning and evaluation contribute. It looks at the ways two kinds of contexts, target-language embedded and target-language removed, influence language curriculum planning and enactment. It provides a brief history of syllabus design and a rationale for moving beyond syllabus as the primary construct for curriculum planning. It then explores the classroom as the context of enactment and the role of the teacher as catalyst for curriculum change. It reconceptualizes the classroom as a learning community with potential links with real, virtual and imagined communities. It briefly explores integrated approaches to evaluation and assessment and concludes with examples of promising directions and suggestions for further research. Examples of practice that illustrate concepts are provided throughout the article.

scholarly journals PENGEMBANGAN KURIKULUM BAHASA ARAB DI MADRASAH

2018 ◽  
Vol 1 (2) ◽  
pp. 1-18
Author(s):  
Roviin . .
Keyword(s):  
Curriculum Development ◽  
Language Skills ◽  
Arabic Language ◽  
Functional Approach ◽  
Islamic Education ◽  
Content Standards ◽  
Top Down ◽  
Language Curriculum ◽  
Advantages And Disadvantages ◽  
The Republic

Abstract This article is motivated by the need for the development of Arabic language curriculum in madrasa. Developing Arabic language curriculum in madrasa refers to the Rule of the Minister of Religious Affairs of the Republic of Indonesia, Number: 165 of 2014 on Guidance of Curriculum in Madrasa 2013, Subject of Islamic Education and Arabic Language in Madrasa. In curriculum development, each approach, model and procedure has advantages and disadvantages. However, in the context of Arabic learning in madrasa, the functional approach is more appropriately used with the model of combining all language skills as well as in a theme called the “all in one system”/nadhariyya al-wihda. From this approach and model can be realized through a joint procedure between top-down and bottom-up. The content standards for the Arabic language curriculum are thematically constructed for use in four language skills, namely listening (istima'), speaking (kalam), reading (qira'ah) and writing (kitabah).   ملخص هذه المقالة مهمة  في الحاجة إلى تطوير منهج اللغة العربية في المدرسة. أسس تطوير منهج اللغة العربية في المدرسة على قرار وزير الشؤون الدينية لجمهورية إندونيسيا رقم : 165 العام 2014 بشأن دليل المناهج الدراسية 2013 لمادة التربية الإسلامية واللغة العربية في المدرسة. إن في تطوير المناهج الدراسية نهج ونموذج وإجراءات، ولها مزايا وعيوب. ومع ذلك، ففي سياق تعليم اللغة العربية في المدرسة، يتم استخدام النهج الوظيفي أكثر ملاءمة مع جميع النماذج بين جميع المهارات اللغوية، وكذلك في موضوع يسمى نظرية الوحدة. فمن النهج والنموذج السابق يمكن أن تتحقق من خلال إجراء مشترك. إن معايير المحتوى التي يتم تطوير منهج اللغة العربية يتم إنشاؤها بشكل موضوعي باستخدامها في أربع مهارات لغوية هي الاستماع والكلام والقراءة والكتابة.

scholarly journals The Role of Collaborative Action Research in Teachers’ Professional Development

2016 ◽  
Vol 18 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Angela Yicely Castro Garces ◽  
Liliana Martinez Granada
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Collaborative Action Research ◽  
Qualitative Research Study ◽  
Collaborative Action ◽  
Key Factor ◽  
Teachers Professional Development ◽  
English Program ◽  
The Impact

<p><span>Teachers’ professional development is a key factor to have more reflective educators capable of working on teams to find solutions to problems that arise in their classrooms. The objective of this study is to analyze the impact that the collaborative planning, implementation, and evaluation of classroom projects, developed through collaborative action research, have in the professional development of in-service and pre-service teachers in a BA in English program. This is a qualitative research study focused on collaborative action research. Data were collected through journals, surveys, and meeting proceedings of collaborative sessions. As a result, it was possible to describe the processes and dynamics generated, as well as the changes perceived, which contributed to the professional development of the participants.</span></p>

Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs

2020 ◽  
pp. 51-72
Author(s):  
Selda Aras
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Critical Role ◽  
Assessment Procedure ◽  
Effective Teacher ◽  
Development Models ◽  
Professional Needs ◽  
Teacher Portfolio ◽  
Professional Development Models

This chapter aims to describe two effective teacher-led professional development designs: action research and teacher portfolio. Research has shown that many professional development models and practices are ineffective while meeting teachers' professional needs and highlight the critical role of teachers during their professional development activities. Action research and teacher portfolio offers teachers the opportunity to conduct needs assessment, revisit and reflect on their practices, and evaluate their performances. This reflective, authentic, and evidence-based assessment procedure enables teachers search for resources that perfectly meets their professional needs. This chapter examines features of action research and teacher portfolio implementations as two meaningful teacher-led professional development models and offer rich descriptions of these models to inform practitioners and stakeholders.

Design, Formulation and Implementation of an English Language Curriculum from Islamic Perspective

2013 ◽  
Vol 9 (2) ◽  
pp. 180
Author(s):  
Mohamed Ismail Ahamad Shah, Ainon Jariah Muhamad and Shahar Mohamed Ismail
Keyword(s):  
Curriculum Development ◽  
English Language ◽  
Language Education ◽  
Educational Purpose ◽  
Language Curriculum ◽  
Islamic Perspective ◽  
Critical Elements ◽  
The University ◽  
Educational Enterprise

Curriculum development plays an important role in any educational enterprise. It spells out the crucial components which make up the curriculum and the detailed process in attaining the ultimate objectives of the curriculum. It is crucial that the English language curriculum reflects the aims, educational purpose and Islamic ethos of the International Islamic University Malaysia (IIUM). The paper will look into how to accomplish the philosophy, vision and mission of the University, offering suggestions concerning the key components or critical elements that will constitute the foundation of a language curriculum, with a focus on the role of the educator in facilitating language education as well as content factors that are necessary for the development of a language curriculum from an Islamic perspective.

A participatory approach to peacebuilding evaluation in Seke district, Zimbabwe

2019 ◽  
Vol 15 (3-2019) ◽  
pp. 198-216
Author(s):  
Norman Chivasa
Keyword(s):  
Action Research ◽  
Monitoring And Evaluation ◽  
Participatory Approach ◽  
Local Communities ◽  
Ordinary People ◽  
Top Down ◽  
Shared Experiences ◽  
Peace Initiatives ◽  
Local Initiatives

Mainstream monitoring and evaluation (M&E) of peacebuilding tends to be mainly practitioneroriented, while under-reporting initiatives by ordinary people who develop an interest to learn from their own practice. This study aims to fill this gap, by reporting the evaluation of a self-initiated peace committee by ordinary people in the Seke district, Zimbabwe. The study revealed that local communities currently possess the propensity to work as a collective with shared experiences and perceptions, and the linkages between these attributes and participatory peacebuilding initiatives are natural. Furthermore, it emerged that action research can be a useful methodology, with the potential to create space for ordinary people to participate in the design, implementation, M&E of peace initiatives in their villages. Although this study examined the role of self-initiative monitoring and evaluation destined to become an alternative to technocratic M&E, it acknowledges the value of top-down M&E of peacebuilding and does not seek to replace them, rather, to bring bottom-up M&E practices into the mainstream M&E of peacebuilding using local initiatives as a vehicle to create a greater impact on peacebuilding interventions.

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