"Only Connect": Researchers and Teachers in Dialogue

Autor/in	Paran, Amos
Titel	"Only Connect": Researchers and Teachers in Dialogue
Quelle	In: ELT Journal, 71 (2017) 4, S.499-508 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccx033
Schlagwörter	Stellungnahme; English (Second Language); Second Language Learning; Second Language Instruction; Criticism; Teaching Methods; Educational Research; Teacher Education Programs; Instructional Materials; Action Research; Teacher Researchers; Cooperation; Language Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Projektforschung; Lehrerforschung; Co-operation; Kooperation; Language teacher; Sprachunterricht
Abstract	This article responds to recent critiques of the usefulness of research findings to teaching, and the call for teachers to rely on their experiences and intuition. I discuss the fallibility of intuition and then examine the nature of research and of critical thinking and their importance for teachers and teacher education. I provide evidence of how research has been able to broaden and deepen our understanding of teaching and learning in ways that can be applied to both the classroom and to language teaching materials. I end by exploring the ways in which researchers and teachers in the area of second language teaching can continue to support each other: on initial teacher education programmes; through the materials made available to teachers; throughout continuing professional development; and through teacher research. Most importantly, I stress the value of maintaining a two-way dialogue between EFL teachers and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01