Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka

Autor/inn/en	Cirocki, Andrzej; Tennekoon, Sujeewa; Calvo, Alicia Pena
Titel	Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 4, Artikel 2 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Reflective Teaching; Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); Language Teachers; Teaching Methods; Faculty Development; Classroom Research; Theory Practice Relationship; Teacher Researchers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Questionnaires; Teacher Attitudes; Teacher Education; Semi Structured Interviews; Sri Lanka + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Lehrerforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Ceylon
Abstract	Modern language education favours the model of a reflective teacher-researcher who is engaged in both individual and collaborative curriculum revision and teaching-learning environment improvement. The present paper addresses the issue of classroom research and reflective practice in current ESL pedagogy and teacher professional development. The theoretical introduction is followed by research findings recently gathered from Sri Lankan ESL teachers. The study aimed at ascertaining the extent to which Sri Lankan ESL teachers are involved in classroom research and discussing various reasons why they assume or do not assume the role of a teacher-researcher. The study reports interesting findings, calling for a wide-ranging discussion on reflective inquiry in the language classroom as theory and practice seem to be marching to a different tune. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10