Teacher Research for Professional Development

Autor/in	Atay, Derin
Titel	Teacher Research for Professional Development
Quelle	In: ELT Journal, 62 (2008) 2, S.139-147 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccl053
Schlagwörter	Inservice Teacher Education; Foreign Countries; Language Teachers; Professional Development; English (Second Language); Second Language Learning; Action Research; Reflective Teaching; Second Language Instruction; Teacher Collaboration + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Projektforschung; Fremdsprachenunterricht; Lehrerkooperation
Abstract	Current in-service education and training programmes (INSET) are often found to be unsatisfactory due to the fact that they do not provide the teachers with opportunities to be actively involved in their development and to reflect on their teaching experiences. This study presents an INSET programme in which Turkish EFL teachers were provided with relevant theoretical knowledge along with guidance for research, reflection, and collaboration. Results of the study showed that although teachers faced difficulties in conducting and reporting their research, the programme had a positive impact on their professional development. Thus, a research-oriented programme of this kind may help to resolve the problems and difficulties associated with INSET programmes in general. (Author).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10