Reading Sources and Academic Freedom as Determinants of Trends in English Language Teacher Research in Egypt: An Interview-Based Study

Autor/in	Abdel Latif, Muhammad M. M.
Titel	Reading Sources and Academic Freedom as Determinants of Trends in English Language Teacher Research in Egypt: An Interview-Based Study
Quelle	In: European Journal of Teacher Education, 38 (2015) 2, S.137-153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1030389
Schlagwörter	Academic Freedom; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Researchers; Trend Analysis; Supervisors; Correlation; Semi Structured Interviews; Teacher Attitudes; Masters Programs; Doctoral Programs; Graduate Study; Educational Research; Teaching Methods; Textbook Evaluation; Egypt + Suchen Sie Ihr Suchwort? Akademische Freiheit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerforschung; Trendanalyse; Korrelation; Lehrerverhalten; Magister course; Magisterstudiengang; Doktorandenprogramm; Aufbaustudium; Graduiertenstudium; Hauptstudium; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Ägypten
Abstract	Little attention has been given to investigating the experiences of teacher researchers while undertaking their studies. In an attempt to explore what accounts for the stereotyped and imitative trends in the studies conducted by English language teachers in Egypt, the present study has explored how they select research topics and the factors influencing their research orientations and processes. The study used semi-structured interviews with 25 Egyptian teachers who were doing MA and Ph.D. studies in TESOL. It was found that they view good language teaching research as either testing the effectiveness of instructional techniques or evaluating textbooks, though most of them opt for experimental research due to its practical nature. The study also revealed that reading sources and academic freedom are the two main determinants of research trends in this context. Apart from the association found between the teacher researchers' perceived academic freedom and the type of literature they read, the following three other factors also accounted for the relative variance in such freedom: (a) the stage undertaken in the research, (b) the number of supervisors available or assigned and (c) the research degree registered for. The article concludes with discussing the implications of these results. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01