Literaturnachweis - Detailanzeige
| Autor/in | Ulum, Omer Gokhan |
|---|---|
| Titel | Foreign Language Teachers' Views on Pedagogic Research |
| Quelle | In: Educational Policy Analysis and Strategic Research, 15 (2020) 2, S.322-334 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Ulum, Omer Gokhan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1949-4289 |
| Schlagwörter | Foreign Countries; Language Teachers; Teacher Attitudes; Educational Research; Action Research; Second Language Instruction; English (Second Language); Teacher Researchers; Barriers; Disadvantaged Environment; Turkey |
| Abstract | Pedagogic research may be called insider action research that has several objectives. The research conducted by teachers in educational settings may result in furthering the already existing knowledge on a particular pedagogic approach, increasing the efficiency of learning, or contributing to the development of policy and practice within the related contexts. A question whether teachers should engage in research hereof appears. In order to probe the issue, the current phenomenologic study utilized a scale (N= 118) and a semi-structured interview (N= 20) directed to EFL teachers working at state schools in the disadvantaged areas in Turkey. The findings suggested that having no available time, resources, and institutional support, but having high level of stress or related psychological barriers as a result of working at disadvantaged areas, teachers lacked both psychological and physical accessibility to research. Further, the study put forward precious advice to authorities in promoting ways to develop the conditions of EFL teachers working in disadvantaged areas. (As Provided). |
| Anmerkungen | International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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