Continuing Professional Development Process: English Language Teachers? Views on the Role of Teacher Research

Autor/inn/en	Yesilçinar, Sabahattin; Çakir, Abdulvahit
Titel	Continuing Professional Development Process: English Language Teachers? Views on the Role of Teacher Research
Quelle	In: Journal of Language and Linguistic Studies, 14 (2018) 2, S.61-75 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yesilçinar, Sabahattin) ORCID (Çakir, Abdulvahit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Professional Continuing Education; English Teachers; Teacher Role; Teacher Attitudes; Teacher Researchers; Educational Practices; Semi Structured Interviews; Inservice Teacher Education; Barriers; Educational Resources; Stakeholders; Teacher Responsibility; Elementary Secondary Education; Foreign Countries; Content Analysis; Faculty Development; Case Studies; Qualitative Research; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Lehrerverhalten; Lehrerforschung; Bildungspraxis; Lehrerfortbildung; Bildungsmittel; Lehrverpflichtung; Ausland; Inhaltsanalyse; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	The changing needs of learners drive teachers to improve themselves in terms of professional development (PD). To achieve that, teachers apply to activities such as in-service training (INSET) programs. However, these programs may sometimes fail to respond to the needs of teachers; therefore, "teacher research" (TR) gains importance. A researcher teacher is expected to both engage IN (doing) TR as well as engage WITH (reading) it. Although TR contributes to teachers? PD, only few studies are available in the Turkish context. Therefore, the current study aimed to reveal English language teachers? views and practices on TR in the PD process. Semistructured interviews were conducted in order to collect data from twenty-seven English language teachers (19 females, 8 males) working in state schools and data were analyzed via content analysis. From Richards and Farrell?s (2009) list of eleven tools for PD, only workshop was mentioned to be applied for their PD, meaning that teachers adopted input transfer activities although they saw themselves responsible for their PD. Additionally, although the majority of teachers favored the benefits of TR, none of them was found to do research, justifying Borg?s (2006) ten conditions for TR. Findings provide implications for English teachers, teacher trainers, curriculum developers, and policy-makers. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01