Routledge Handbook of Language Teacher Action Research
Produktdetaljer
Biographical note
Anne Burns is Honorary/Adjunct Professor at the University of New South Wales, Curtin University, the University of Sydney, and The Education University, Hong Kong. She is also Professor Emerita at Aston University, Birmingham. She is acknowledged internationally for her work in advocating and promoting action research in TESOL/applied linguistics through extensive publication and research. Beginning in the early 1990s, she has facilitated and mentored language teacher action research in many different countries across the world.
Kenan Dikilitaş is Professor of University Pedagogy at the University of Bergen, Bergen, Norway, in the Department of Education within the Faculty of Psychology. He has co-authored two monographs on action research and exploratory practice and has co-edited several volumes featuring contributions from reachers and teacher educators, highlighting insights from teachers and teacher educators based on their classroom experiences. His published articles in international journals focus on action research and how language teachers develop their teaching practices and professional identity through research engagement.
<p>“This outstanding anthology presents a multidimensional overview of approaches to action research. Drawing on research and practice in many different contexts the collection redefines the nature, scope and impact of action research and highlights the contribution it can make to teacher and institutional development and to student learning.”</p><p><b>Jack C Richards</b>, University of Sydney, Australia</p><p>“This landmark handbook provides a thorough treatment of language teacher action research, showcasing its profound impact on teachers’ professional practice and development. Unparalleled in comprehensiveness, this volume is a seminal publication that advances our understanding of action research in language education. It provides an indispensable resource for practitioners, researchers, and teacher educators.”</p><p><b>Icy Lee</b>, National Institute of Education, Nanyang Technological University, Singapore</p><p>“This Handbook marks an important milestone in our understanding of action research in the field of second-foreign language teaching. The 32 chapters detail a trajectory from early perceptions that often marginalized the work as ‘teachers fixing their teaching', to our present understanding of the methodology as part of a heuristic paradigm (Freeman & Cameratti 2019) which repositions teachers to generate unique knowledge about their work. The editors have done an excellent job of laying out the different spheres of impact of language teacher action research—professional, pedagogical, personal, and educational— in a volume that establishes its variety and breadth of productive benefits to the research, policy, and practitioner communities.”</p><p><b>Donald Freeman</b>, Marsal School of Education, University of Michigan, USA</p>
The Routledge Handbook of Language Teacher Action Research is an authoritative and innovative treatment of language teacher action research (LTAR) as a growing research field.
Edited by two global thought leaders in LTAR, it features 34 original thematic contributions from a global range of experts at the cutting edge of the field, providing a comprehensive survey not found in any other single publication. Initiatives across the world are demonstrating the value of LTAR, which has been shown to provide language teachers with strong, exciting, and influential opportunities for learning, and gaining a feeling of empowerment. This groundbreaking Handbook theorises these premises from multiple perspectives in specific areas of language teacher education and curates a broad range of original content that integrates the practical and theoretical knowledge that has emerged over the years since LTAR began to develop.
This volume is a groundbreaking guide for researchers of language teaching, as well as practitioners and educators that want to harness the potential of LTAR in both theory and practice.
Chapter 10 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
List of Figures
List of Tables
List of Contributors
1. Language Teacher Action Research: An Introduction
Anne Burns and Kenan Dikilitaş
Part I: Professional Impact
2. Research Knowledge and Skills
Joseph Siegel
3. Striving for Positive Change in Second Language Education: A Consideration of Critical Action Research
Gregory Hadley
4. Creativity in Language Teacher Action Research
Darío Luis Banegas and Luis S. Villacañas de Castro
5. The Impact of Practitioner Research: What Teachers and Students Gain from Doing Research
Judith Hanks
6. Publishing Action Research by Teachers of English
Melba Libia Cárdenas
7. Developing Professional Ethics for Action Research
Roger Barnard
Part II: Pedagogical Impact
8. Action Research for Teaching Grammar
Melissa Reed and Phil Chappell
9. Student Engagement through Action Research
Kenan Dikilitaş
10. Digital Data-led Reflections on Language Classroom Interaction: A Collaborative Action Research Study
Olcay Sert and Carolina Jonsson
11. Researching Mobile Technologies in Language Teaching
Nicky Hockly
12. Online Learning/Hybrid Learning and Action Research
John I. Liontas
13. Using Corpus Approaches in Language Teacher Action Research
Fiona Farr
14. Action Research and Language Assessment
Frank Giraldo and Daniel Murcia Quintero
Part III: Personal Impact
15. Action Research and Language Teacher Agency
Vahid Bahrami and Xuesong (Andy) Gao
16. Action Research as an Avenue for Exploring Teacher Wellbeing
Tammy Gregersen
17. Teacher and Learner Autonomy through Action Research
Rhian Webb and Simon Mumford
18. Action Research into Learner and Teacher Motivation
Richard J Sampson and Richard S Pinner
19. The Centrality of Reflection in Action Research: A Neglected Issue
Le Van Canh
20. Language Teacher Identity and Action Research: Insights and Implications
Gary Barkhuizen
21. Teacher Emotional Development and Action Research
Stephanie King and Christina Gkonou
22. Building Language Teachers’ Self-Efficacy Beliefs for and through Action Research
Mark Wyatt
23. Action Research and Language Teacher Cognition: Reflexive, Intentional, Praxical
Anne Feryok
Part IV: Educational Impact
24. Looking From the Outside In – Action Research in Initial Language Teacher Education
Malba Barahona and Stephen Darwin
25. In-Service Teacher Education and Action Research
Anne Burns
26. Institutional Development through Action Research
Emily Edwards and Neville John Ellis
27. Unpacking the Roles of Action Research Facilitators
Rui Yuan, Kailun Wang, and Hong Zhang
28. Exploring the Interface between Difficult Circumstances and Action Research in English Language Teaching
Amol Padwad
29. Action Research for Social Justice in Language Education
Melina Porto
Part V: Teacher Voices
30. The Transformative Power of Action Research on A Teacher’s Practices, Identity, and Career
Peter Brereton
31. My Story Matters: Engaging in Action Research Inquiries in Poland and The United States
Luis Javier Pentón Herrera
32. Fantastic Shining Consequences of Practicing Action Research in a Public-School EFL Classroom
Roxana Carolina Perca Chagua
33. From Action Research To Higher Degree Research: An Ecological Perspective
Bianka Malecka
34. Looking to the Future in Language Teacher Action Research
Anne Burns and Kenan Dikilitaş
Index
Produktdetaljer
Biographical note
Anne Burns is Honorary/Adjunct Professor at the University of New South Wales, Curtin University, the University of Sydney, and The Education University, Hong Kong. She is also Professor Emerita at Aston University, Birmingham. She is acknowledged internationally for her work in advocating and promoting action research in TESOL/applied linguistics through extensive publication and research. Beginning in the early 1990s, she has facilitated and mentored language teacher action research in many different countries across the world.
Kenan Dikilitaş is Professor of University Pedagogy at the University of Bergen, Bergen, Norway, in the Department of Education within the Faculty of Psychology. He has co-authored two monographs on action research and exploratory practice and has co-edited several volumes featuring contributions from reachers and teacher educators, highlighting insights from teachers and teacher educators based on their classroom experiences. His published articles in international journals focus on action research and how language teachers develop their teaching practices and professional identity through research engagement.