000 03322nam a22003018a 4500
999 _c26898
_d26898
001 60900
010 _a 2014050101
020 _a978-1137376206
040 _aDLC
082 0 0 _a428.0071
245 0 0 _aInternational perspectives on teacher research
_cedited by Simon Borg, Hugo Santiago Sanchez
260 _aHampshire ; New York :
_aNew York, NY :
_bPalgrave Macmillan,
_cc2015.
300 _axvi, 201 p. :
_bill. ;
_c23 cm.
505 8 _aMachine generated contents note: -- 1.Key Issues in Doing and Supporting Language Teacher Research; Simon Borg and Hugo Santiago Sanchez2.Toward New Understandings: Reflections on an Action Research Project with Japanese University Students; Gerald Talandis Jr. and Michael Stout3.Action Research as a Means of Stepping Out of the Teaching Comfort Zone; Megan Yucel and Vicki Bos4.Learning to Do Teacher Research Independently: Challenges and Solutions; Jianmei Xie5.Teacher Research in Video-Based Online Classrooms; Paula Charbonneau-Gowdy6.Border Crossings: Researching across Contexts for Teacher Professional Development; Patsy Vinogradov7.Participative Investigation: Narratives in Critical Research in the EFL Classroom; Gerrard Mugford8.Facilitating Teacher Research: Course Design, Implementation and Evaluation; Simon Borg9.Supporting Teacher Research through a Practical In-Service Course; Anisa Saleh Al-Maskari10. Action Research as a Professional Development Strategy; Servet Çelik and Kenan Dikilitas11. Practices and Principles of Pre-Service Action Research; Maureen Rajuan12. Teacher Research in the English Language Teacher Development Project; Rachel Bowden 13. Encouraging Teacher Research through In-House Activities: The Approach of a Finnish University Language Centre; Tuula Lehtonen, Kari K. Pitka;nen and Johanna Vaattovaara14. Teacher Research: Looking Back and Moving Forward; Hugo Santiago Sanchez and Simon Borg.
520 _a"Teacher research is recognized, in ELT and education more generally, as a powerful transformative strategy for teacher development and school improvement. This volume provides original insights into this issue by focusing on the processes involved in becoming and being a teacher researcher. Contributions highlight these processes from two particular perspectives: from that of teachers themselves as they experience what becoming and being a teacher researcher involves; and from that of those who facilitate teacher research, with a focus on the practices and principles they employ in supporting teachers"--
650 0 _aEnglish teachers
_xTraining of
_xResearch
_xMethodology
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650 0 _aEnglish language
_xStudy and teaching (Higher)
_xResearch
_xMethodology
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650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers
_xResearch
_957521
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers
_xMethods
_957532
650 7 _aEDUCATION / Bilingual Education
_957533
650 7 _aEDUCATION / Research
_936315
650 7 _aFOREIGN LANGUAGE STUDY / English as a Second Language
_957534
650 7 _aLANGUAGE ARTS & DISCIPLINES / Study & Teaching
_957535
700 1 _aBorg, Simon,
_d1965-
_eEdited by
_955429
700 _aSanchez, Hugo Santiago,
_eEdited by
_957536
856 _uhttps://uowd.box.com/s/z4t4iasukx0uxzsr3b48fnefcx7ozn4x
_zLocation Map
942 _cREGULAR
_2ddc