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Teacher Research in Language Teaching: A Critical Analysis [Kõva köide]

4.00/5 (2 hinnangut Goodreads-ist)
(University of Leeds)
  • Formaat: Hardback, 264 pages, kõrgus x laius x paksus: 234x155x20 mm, kaal: 550 g, Worked examples or Exercises
  • Sari: Cambridge Applied Linguistics
  • Ilmumisaeg: 28-Mar-2013
  • Kirjastus: Cambridge University Press
  • ISBN-10: 0521765633
  • ISBN-13: 9780521765633
Teised raamatud teemal:
Teacher Research in Language Teaching: A Critical AnalysisSuurem pilt
  • Formaat: Hardback, 264 pages, kõrgus x laius x paksus: 234x155x20 mm, kaal: 550 g, Worked examples or Exercises
  • Sari: Cambridge Applied Linguistics
  • Ilmumisaeg: 28-Mar-2013
  • Kirjastus: Cambridge University Press
  • ISBN-10: 0521765633
  • ISBN-13: 9780521765633
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780521765633.html
Märksõnad:
Based on original research, this book explores the fundamental relationship between research and practice in English language teaching. Teacher Research in Language Teaching uses empirical evidence taken from an international survey of over 1,700 teachers and educational managers, over a period of six years. It examines their views of research, whether they read ELT research, and whether they do their own research. The author goes on to explore the process which teachers go through in learning to do research, and the research cultures within teaching institutions. The book concludes with a review of the key findings to emerge from the research and a discussion of strategies through which language teacher research engagement can be promoted more productively.

Teacher Research in Language Teaching uses empirical evidence taken from an international survey of over 1,700 teachers and educational managers, over a period of six years. It examines their views of research, whether they read ELT research, and whether they do their own research. The author goes on to explore the process which teachers go through in learning to do research, and the research cultures within teaching institutions. The book concludes with a review of the key findings to emerge from the research and a discussion of strategies through which language teacher research engagement can be promoted more productively.

Arvustused

"Simon Borgs thought-provoking book is helpful in illuminating the current development of teacher research in the language teaching context [ this] is a reader-friendly and thought-provoking volume useful for establishing and sustaining teacher research projects in the language teaching context. In particular, the book prompts applied linguists to revisit their own beliefs about teacher research in language teaching following clear theoretical frameworks. In this regard, ELT teachers, directors and managers will find this book a useful resource for further exploration, development and sustainability of teacher research and its practice." Chan Narith Keuk, Australian Review of Applied Linguistics

Muu info

Based on original research, this book explores the fundamental relationship between research and practice in English language teaching.
Series editors' preface xi
Acknowledgements xiii
Introduction: Teacher research as a paradox 1(5)
References
5(1)
1 Research and teachers 6(24)
1.1 Introduction
6(1)
1.2 Defining teacher research
7(3)
1.3 Origins of teacher research
10(1)
1.4 Conceptualizations of teacher research
11(2)
1.5 Evidence-based practice
13(1)
1.6 Teacher research in language teaching
14(1)
1.7 Benefits of teacher research
15(2)
1.8 Barriers to teacher research
17(1)
1.9 Critiques of teacher research
18(4)
1.10 Conclusion
22(1)
References
22(8)
2 Investigating teacher research engagement 30(19)
2.1 Introduction
30(1)
2.2 Rationale
30(1)
2.3 Study 1: Research engagement in English language teaching
31(5)
2.4 Study 2: ELT directors' conceptions of research
36(4)
2.5 Study 3: Research cultures in English language schools
40(1)
2.6 Study 4: ELT professionals' views of research
41(2)
2.7 Teacher research projects
43(1)
2.8 Working with questionnaires
43(2)
2.9 Conclusion
45(2)
References
47(2)
3 Conceptions of research in language teaching 49(26)
3.1 Introduction
49(1)
3.2 Prior research
49(3)
3.3 Conceptions of research
52(10)
3.4 Characteristics of good quality research
62(7)
3.5 Conclusion
69(3)
References
72(3)
4 Teacher engagement with research 75(29)
4.1 Introduction
75(1)
4.2 Teachers' reading and use of research
75(6)
4.3 Enhancing teachers' engagement with research
81(5)
4.4 Insights into language teachers' engagement with research
86(12)
4.5 Conclusion
98(2)
References
100(4)
5 Teacher engagement in research 104(22)
5.1 Introduction
104(2)
5.2 Prevalence of doing research
106(1)
5.3 Reasons for doing research
107(2)
5.4 The research teachers do
109(5)
5.5 Impact of doing research
114(1)
5.6 Reasons for not doing research
115(8)
5.7 Conclusion
123(1)
References
124(2)
6 Research engagement and teaching quality 126(25)
6.1 Introduction
126(1)
6.2 Teacher perspectives on research engagement and teaching quality
127(7)
6.3 Managers' perspectives on research engagement and teaching quality
134(12)
6.4 Conclusion
146(3)
References
149(2)
7 Research cultures in language teaching 151(33)
7.1 Introduction
151(3)
7.2 Language teachers' perspectives on research cultures
154(7)
7.3 Managers' perspectives on research cultures
161(19)
7.4 Conclusion
180(2)
References
182(2)
8 Facilitating teacher research projects 184(26)
8.1 Introduction
184(1)
8.2 Promoting teacher research
184(8)
8.3 Researching ELT in Oman
192(6)
8.4 Researching 'Sense of Progress'
198(7)
8.5 Teaching research methods
205(2)
8.6 Conclusion
207(1)
References
207(3)
9 Promoting language teacher research engagement 210(23)
9.1 Introduction
210(1)
9.2 Rationale and sources of data
210(1)
9.3 Key findings
211(8)
9.4 Promoting teacher research engagement
219(6)
9.5 Investigating language teacher research engagement
225(5)
9.6 Conclusion
230(1)
References
231(2)
Appendices 233(15)
Index 248