Abstract
In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.
Highlights
It is believed that the modern action research in educational contexts can be traced back in the work of John Dewey (Burns, 2005)
Many in-service English language teachers have not recognized the effectiveness of fulfilling their professional development through action research
A collaborative action research project which acts as an exploration of the theory into practice, has been conducted between the university teacher researchers and in-service senior high school English language teachers in a metropolitan district in Beijing, China
Summary
It is believed that the modern action research in educational contexts can be traced back in the work of John Dewey (Burns, 2005). Many in-service English language teachers have not recognized the effectiveness of fulfilling their professional development through action research. A collaborative action research project which acts as an exploration of the theory into practice, has been conducted between the university teacher researchers and in-service senior high school English language teachers in a metropolitan district in Beijing, China. Based on the recognition of the problems and difficulties, measures have been taken to guide, support, and help language teachers to continue and fulfill their action research journey. Some main problems faced by the English language teachers are analyzed and possible solutions are provided, which may shed light on the practice and application of educational action research in reality
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