Professional Development Landscapes

Action Research ◽

English Language ◽

Language Teachers ◽

Teachers Perceptions ◽

Collaborative Action ◽

English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

Analysis of the Problems in Language Teachers’ Action Research

International Education Studies ◽

10.5539/ies.v10n11p123 ◽

2017 ◽

Vol 10 (11) ◽

pp. 123 ◽

Cited By ~ 1

Author(s):

Ligang Han

Keyword(s):

Action Research ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Action Research Project ◽

English Language Teachers ◽

Teachers Professional Development

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.

Transforming Pedagogical Practices Through Collaborative Work

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v22n2.80289 ◽

2020 ◽

Vol 22 (2) ◽

pp. 65-78

Author(s):

Edgar Alirio Insuasty ◽

María Fernanda Jaime Osorio

Keyword(s):

Action Research ◽

English Language ◽

Collaborative Work ◽

Language Teachers ◽

Pedagogical Practices ◽

Collaborative Action ◽

Teachers And Students ◽

English Language Teachers ◽

The Impact

This article reports on the first three phases (exploration, identification, and planning) of a collaborative action research study whose main objective was to transform the pedagogical practices of teachers of a Colombian school of foreign languages. A methodology of collaborative action research and techniques, such as direct observation, completion of a reflection journal, and surveys and interviews with teachers and students was employed. Findings showed that the participants managed to identify some of the major problems they faced within their pedagogical practices and to design and implement courses of action to overcome them. Upon completion, favorable perceptions about the impact of collaborative action research on the transformation of the participating English language teachers’ pedagogical practices could be evidenced.

Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning

Educational Action Research ◽

10.1080/09650792.2013.789717 ◽

2013 ◽

Vol 21 (2) ◽

pp. 185-201 ◽

Cited By ~ 34

Author(s):

Dario Banegas ◽

Anahí Pavese ◽

Aurelia Velázquez ◽

Sandra María Vélez

Keyword(s):

Action Research ◽

Teacher Professional Development ◽

Teaching And Learning ◽

English Language ◽

Research Impact ◽

English Language Teaching ◽

Collaborative Action ◽

Teacher Professional

Action research for the professional development of English language teachers in Vietnam

Professional Development of English Language Teachers in Asia ◽

10.4324/9781315413259-8 ◽

2018 ◽

pp. 109-129

Author(s):

Le Van Canh

Keyword(s):

Action Research ◽

English Language ◽

Language Teachers ◽

English Language Teachers

Teacher Collaborative Action Research

Journal of School Leadership ◽

10.1177/105268461802800202 ◽

2018 ◽

Vol 28 (2) ◽

pp. 173-201

Author(s):

Katherine A. Curry ◽

Jackie Mania-Singer ◽

ED Harris ◽

Shawna Richardson

Keyword(s):

Action Research ◽

School Improvement ◽

Distributed Leadership ◽

Professional Practice ◽

Qualitative Case Study ◽

Improvement Strategy ◽

Collaborative Action

This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.