Considering the Benefits of Research Participation: Insights from a Study of Adult EAL Educators

Autor/inn/en	Tour, Ekaterina; Creely, Edwin; Waterhouse, Peter
Titel	Considering the Benefits of Research Participation: Insights from a Study of Adult EAL Educators
Quelle	In: TESOL in Context, 29 (2020) 2, S.63-84 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Tour, Ekaterina) ORCID (Creely, Edwin) ORCID (Waterhouse, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Adult Educators; Language Teachers; English (Second Language); Participatory Research; Educational Researchers; Collegiality; Professional Development; Theory Practice Relationship; Interviews; Technological Literacy; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Forschungstätigkeit; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Kollegialität; Theorie-Praxis-Beziehung; Interviewing; Interviewtechnik; Technisches Wissen; Ausland; Australien
Abstract	Despite the professional learning benefits that may be realised through participation in research, many institutions and teachers are reluctant to get involved. They (correctly) anticipate that it will require some time, effort, and commitment. They may understand that research is important for improving education practices but more direct and immediate value for them and, importantly, how to gain it may not be obvious. To address this issue, we report a part of a six-month study that used institutional ethnography as the method of inquiry. We present and analyse three generative episodes that we observed and experienced in the context of our research collaboration with the participants at one adult community-based English as an Additional Language (EAL) institution in Melbourne (Australia). These episodes provide important insights into the ways in which our participants were proactive in realising the benefits of participating in the research. The participating teachers brought research and practice into regular dialogue and strategically utilised our partnership for their professional learning. We conclude by discussing some practical strategies for EAL institutions, teachers, and researchers who want to unlock and maximise the learning potential of research partnerships. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01