Collaborative Action Research for English Language TeachersCollaborative Action Research for English Language Teachers proposes that action research should be a collaborative process emerging from the practical concerns of groups of teachers working in a common or similar context. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research. Collaborative Action Research for English Language Teachers discusses: what collaborative action research is and why it is of interest to classroom teachers; processes and steps in collaborative action research; methods for data collection that integrate with classroom activities and ways of analysing action research data. It will be of interest to teachers seeking new directions for their own professional development as well as to teacher educators, program administrators and researchers interested in integrating collaborative action research into current practice and curriculum renewal. |
Contents
Section 1 | 14 |
Section 2 | 20 |
Section 3 | 21 |
Section 4 | 22 |
Section 5 | 26 |
Section 6 | 33 |
Section 7 | 35 |
Section 8 | 43 |
Section 25 | 118 |
Section 26 | 123 |
Section 27 | 129 |
Section 28 | 136 |
Section 29 | 140 |
Section 30 | 147 |
Section 31 | 150 |
Section 32 | 151 |
Section 9 | 44 |
Section 10 | 45 |
Section 11 | 68 |
Section 12 | 75 |
Section 13 | 76 |
Section 14 | 78 |
Section 15 | 82 |
Section 16 | 85 |
Section 17 | 94 |
Section 18 | 101 |
Section 19 | 107 |
Section 20 | 112 |
Section 21 | 113 |
Section 22 | 115 |
Section 23 | 116 |
Section 24 | 117 |
Section 33 | 152 |
Section 34 | 153 |
Section 35 | 154 |
Section 36 | 155 |
Section 37 | 179 |
Section 38 | 180 |
Section 39 | 181 |
Section 40 | 187 |
Section 41 | 194 |
Section 42 | 201 |
Section 43 | 212 |
Section 44 | 214 |
Section 45 | 215 |
Section 46 | 221 |
Section 47 | 225 |
Section 48 | 229 |
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Common terms and phrases
accounts action research activities analysis approach areas asked aspects become chapter classroom collaborative colleagues complete concerned conducted considered context course critical curriculum data collection described discussion documenting educational effective English example experiences feel felt focus focused further give ideas important improve individual initial interaction interest interpretations interview involved issues journal kinds language learners learning lesson major materials means methods ndings notes observations organisational participants particular patterns perspective phase planning positive possible practice present problems professional development progress questions reŻection reading recording reference research process responses result role shared situation skills social speci®c staff strategies structure suggest tasks teacher researchers teachers teaching techniques texts theories tions understanding wanted week writing written