Initial English language teacher education : the effects of a module on teacher research

Tools

Banegas, Darío Luis and Consoli, Sal (2021) Initial English language teacher education : the effects of a module on teacher research. Cambridge Journal of Education, 51 (4). pp. 491-507. ISSN 0305-764X (https://doi.org/10.1080/0305764X.2021.1876840)

[thumbnail of Banegas-Consoli-CJE-2021-Initial-english-language-teacher-education-effects-module-teacher-research]
Preview
 Text. Filename: Banegas_Consoli_CJE_2021_Initial_english_language_teacher_education_effects_module_teacher_research.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo
Download (381kB)| Preview

Abstract

Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, 'Research in English Language Teaching', ran from March–November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor's journal; student-teachers' journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and end-of-course interviews. The findings show that the module had a positive effect on student-teachers' identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development.

ORCID iDs

Banegas, Darío Luis ORCID logoORCID: https://orcid.org/0000-0003-0225-0866 and Consoli, Sal;
CORE (COnnecting REpositories)