Exploring the possibility of English language teacher development through collaborative action research

Abstract

This paper aims to explore the possibility of English language teacher development through collaborative action research (CAR). To achieve such aim, three objectives are being set : to investigate the impacts of CAR on professional development, to identify factors for effective CAR, and to make suggestions for conducting effective CAR as a method for professional development. A case study of CAR to improve students’ writing skills were being adopted. The qualitative data such as participant teachers’ meeting minutes, seminar proceedings, field notes and documents were collected from participatory observations and in-depth interviews with 3 teachers who participated in the CAR. The study has found that the CAR made significant impacts on participants’ professional development. In short-term, it contributed to building their confidence in teaching writing skills, relieving burdens on opening classrooms, accumulating experiences in discussion, and improving leadership. In mid- and long-term, it was found that they became autonomous learners who pursuit sustainable growth in their career and the school internalized collaborative culture. The factors for effective CAR were identified. The facilitating factors are rational role division, clarification and focus of tasks, participants’ needs for development, and challenge to teach writing skills. On the other hand, the impeding ones are anxiety of new tasks, role conflict and lack of experience in CAR. Finally, suggestions are made for conducting effective CAR as a method for professional development.