Promoting Teacher Autonomy through University-School Collaborative Action Research

Autor/inn/en	Wang, Qiang; Zhang, Hong
Titel	Promoting Teacher Autonomy through University-School Collaborative Action Research
Quelle	In: Language Teaching Research, 18 (2014) 2, S.222-241 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813505942
Schlagwörter	Professional Autonomy; Foreign Countries; Secondary School Teachers; Language Teachers; Second Language Instruction; Second Language Learning; Cultural Context; Curriculum Development; Program Descriptions; Asians; Action Research; College School Cooperation; Teacher Attitudes; Workshops; Educational Research; Teaching Methods; Content Analysis; China + Suchen Sie Ihr Suchwort? Berufsfreiheit; Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Asian; Asiat; Asiatin; Asiaten; Asiate; Projektforschung; Lehrerverhalten; Lernwerkstatt; Schulung; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse
Abstract	Over the past few decades, the pursuit of teachers-as-researchers has become an ideal for developing teacher autonomy to which many in the world of curriculum development and language teacher education try to promote (Benson, 2001). Nevertheless, research into how teachers learn to do research has been scarce, and there are pressing needs for research-based accounts of how teachers gain their professional autonomy through research (Borg, 2009). This article reports on a collaborative action research project carried out by a group of university researchers with a group of senior secondary school English teachers in an attempt to promote teacher autonomy in the Chinese context. It first introduces the background and rationale for the project. Then it describes the project along with the research questions and data collection methods. Based on the analysis of the data obtained, the article looks into the processes that teachers go through in learning to do research and examines the impact the project has on the participating teachers. Then it further discusses issues related to such collaboration and concludes with the conditions that are essential for effective university-school collaborations. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10