Research and reflective practice in the EFL classroom: Voices from Armenia
A sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). The present paper explores classroom research and reflective practice as forms of teacher-led inqui...
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Hacettepe University
2016-03-01
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doaj-6b39fda2ec6f4b32aff38af7b8b611e62020-11-24T21:33:25ZengHacettepe UniversityEurasian Journal of Applied Linguistics2149-11352149-11352016-03-01213156Research and reflective practice in the EFL classroom: Voices from ArmeniaAndrzej Cirocki0Raichle Farrelly1University o YorkSaint Michael's CollegeA sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). The present paper explores classroom research and reflective practice as forms of teacher-led inquiry for the EFL context. In particular, this study explores the extent to which Armenian EFL teachers engage in classroom research, the challenges they face therein, and whether or not they consider themselves to be reflective practitioners. The findings are presented against the backdrop of the Armenian context with recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings. http://www.ejal.eu/index.php/ejal/article/view/67/26Classroom research; professional development; reflection; reflective practice; teacher-researcher |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Andrzej Cirocki Raichle Farrelly |
spellingShingle |
Andrzej Cirocki Raichle Farrelly Research and reflective practice in the EFL classroom: Voices from Armenia Eurasian Journal of Applied Linguistics Classroom research; professional development; reflection; reflective practice; teacher-researcher |
author_facet |
Andrzej Cirocki Raichle Farrelly |
author_sort |
Andrzej Cirocki |
title |
Research and reflective practice in the EFL classroom: Voices from Armenia |
title_short |
Research and reflective practice in the EFL classroom: Voices from Armenia |
title_full |
Research and reflective practice in the EFL classroom: Voices from Armenia |
title_fullStr |
Research and reflective practice in the EFL classroom: Voices from Armenia |
title_full_unstemmed |
Research and reflective practice in the EFL classroom: Voices from Armenia |
title_sort |
research and reflective practice in the efl classroom: voices from armenia |
publisher |
Hacettepe University |
series |
Eurasian Journal of Applied Linguistics |
issn |
2149-1135 2149-1135 |
publishDate |
2016-03-01 |
description |
A sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). The present paper explores classroom research and reflective practice as forms of teacher-led inquiry for the EFL context. In particular, this study explores the extent to which Armenian EFL teachers engage in classroom research, the challenges they face therein, and whether or not they consider themselves to be reflective practitioners. The findings are presented against the backdrop of the Armenian context with recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings. |
topic |
Classroom research; professional development; reflection; reflective practice; teacher-researcher |
url |
http://www.ejal.eu/index.php/ejal/article/view/67/26 |
work_keys_str_mv |
AT andrzejcirocki researchandreflectivepracticeintheeflclassroomvoicesfromarmenia AT raichlefarrelly researchandreflectivepracticeintheeflclassroomvoicesfromarmenia |
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