Advertisement

Learning to Do Teacher Research Independently: Challenges and Solutions

  • Jianmei Xie
Part of the International Perspectives on English Language Teaching book series (INPELT)

Abstract

Much has been written about the importance of teacher research (e.g. Cochran-Smith and Lytle 1999), how to do it (e.g. Burns 2010) and teachers’ engagement in it (e.g. Borg 2013). There are, however, relatively fewer accounts of teachers learning to do teacher research; those which are available investigate the learning process from the researcher’s (outsider’s) perspective (e.g. Kiely 2006) or take place in the context of collaborative or large-scale funded projects (e.g. Liu and He 2008; Zheng and Hu 2004). Teachers may very often, though, learn about teacher research independently and it is this process that I will examine in this chapter, drawing on my own learning experience. The perspective I adopt is a reflective one (Schön 1983) — I retrace and reconstruct my experience of becoming a teacher researcher in order to identify and to understand the processes I went through. In doing so, I examine both factors that facilitated my learning as well as the challenges I faced and the ways I responded to them.

Keywords

Professional Development Language Teaching Research Proposal Teacher Learning Novice Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Borg, S. (2003). Research education as an objective for teacher learning. In B. Beaven and S. Borg (eds), The Role of Research in Teacher Education. Whitstable, Kent: IATEFL, pp.41–48.Google Scholar
  2. Borg, S. (2006). Conditions for teacher research. English Teaching Forum, 44(4):22–27’.Google Scholar
  3. Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge.Google Scholar
  4. Borg, S. (2013). Teacher Research in Language Teaching: A Critical Analysis. Cambridge: Cambridge University Press.Google Scholar
  5. Borg, S. and Liu, Y. (2013). Chinese college English teachers’ research engagement. TESOL Quarterly, 47(2):270–299.Google Scholar
  6. Cochran-Smith, M. and Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7):15–25.Google Scholar
  7. Cochran-Smith, M. and Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7): 15–25.Google Scholar
  8. Kiely, R. (2006). Teachers into researchers: Learning to research in TESOL. In S. Borg (ed.), Language Teacher Research in Europe. Alexandria, VA: TESOL, pp.67–80.Google Scholar
  9. Liu, X. and He, H. (2008). Jiaoshi Zheyang Zuo Yanjiu ( M MiWM%). Chengdu: Sichuan Publishing Group & Sichuan Education Press.Google Scholar
  10. Maneekhao, K. and Tood, R. W. (2001). Two kinds of becoming: The researcher’s tale and the mentor’s tale. Inj. Edge (ed.). Action Research. Alexandria, VA: Teachers of English to Speakers of Other Languages, pp.57–68.Google Scholar
  11. Richards, J. C. and Farrell, T. S. C. (2005). Professional Development for Language Teachers. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  12. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Avebury.Google Scholar
  13. Ur, P. (1992). Teacher learning. ELT Journal, 46(11):56–61.Google Scholar
  14. Zheng, H. and Hu, X. (eds). (2004). A Teacher and Researcher (&Lffî$&ffî%%). Shanghai: hanghai Educational Publishing House.Google Scholar

Copyright information

© Jianmei Xie 2015

Authors and Affiliations

  • Jianmei Xie

There are no affiliations available

Personalised recommendations