Initiating an Action Research Programme for University EFL Teachers: Early Experiences and Responses
Accounts of how teacher educators begin to plan, develop, and support action research programmes for language teachers are rare, as are descriptions of the responses of the teachers who participate. This article documents and analyses the initial processes of introducing and supportin...
Main Authors: | , , |
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Format: | Article |
Language: | English |
Published: |
Urmia University
2016-10-01
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Series: | Iranian Journal of Language Teaching Research |
Subjects: | |
Online Access: | http://www.urmia.ac.ir/sites/www.urmia.ac.ir/files/4%20%28ARTICLE%29.pdf |
Summary: | Accounts of how teacher educators begin to plan, develop, and support action research programmes
for language teachers are rare, as are descriptions of the responses of the teachers who participate.
This article documents and analyses the initial processes of introducing and supporting a new
programme of action research for language teachers at the Universidad Chileno-Británica de Cultura
(UCBC) in Santiago, Chile. To evaluate the setting up of the programme and how the teachers have
perceived it in its early stages, the authors, who are the programme facilitators, have conducted a meta-
study. Data include workshop and meeting recordings, workshop observation notes, a reflective
account, and a teacher questionnaire. The findings indicate that the teachers value the input and
collaboration provided by an initial workshop, and subsequent meetings and discussions, very highly,
but that issues of time, student involvement, and academic literature are areas for further debate and
development. The article ends by drawing out the broader implications for UCBC and for others wishing
to initiate similar action research programmes. |
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ISSN: | 2322-1291 2322-1291 |