Teacher professional development through collaborative action research : impact on foreign English language teaching and learning

Banegas, Dario and Pavese, Anahí and Velázquez, Aurelia and Vélez, Sandra María (2013) Teacher professional development through collaborative action research : impact on foreign English language teaching and learning. Educational Action Research, 21 (2). pp. 185-201. ISSN 1747-5074 (https://doi.org/10.1080/09650792.2013.789717)

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Abstract

In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.

ORCID iDs

Banegas, Dario ORCID logoORCID: https://orcid.org/0000-0003-0225-0866, Pavese, Anahí, Velázquez, Aurelia and Vélez, Sandra María;
  • Item type:Article
    ID code:72175
    Dates:
    Date
    Event
    29 May 2013
    Published
    20 September 2012
    Accepted
    Keywords:collaborative action research, english language teaching, CLIL, Education, Education
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Depositing user: Pure Administrator
    Date deposited:28 Apr 2020 10:14
    Last modified:21 Nov 2022 04:15
    URI:https://strathprints.strath.ac.uk/id/eprint/72175
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