English language teachers collaborating in practitioner research and loving it
Bibliographic Data
| ID | 21600855 |
|---|---|
| Authors | Cemile Buğra (School of Foreign Languages, Çukurova University, Adana, Turkey), Mark Wyatt (0000-0001-8647-8280, Khalifa University of Science and Technology, corresponding author) |
| Year | 2021 |
| Volume | 29 |
| Issue | 3 |
| Pages | 483-499 |
| Publication date | 2021-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2020.1842778 |
| OpenAlex | W3097434592 |
| Language | EN |
| Citations received | 4 |
| References cited | 27 |
Although English language teachers are increasingly being encouraged to engage in forms of collaborative practitioner research (PR), such as action research and exploratory practice, to date there are still comparatively few studies recounting the benefits of collaboration in research from teachers’ perspectives. Drawing on cultural-historical activity theory, our study aims to address this gap. Set in a Turkish university context, where collaborative PR has been encouraged in recent years, it draws on semi-structured interviews with teacher-researchers, a reflective account of collaboration in research kept by the first author and an analysis of research outputs produced in the setting. It focuses on teachers’ initial engagement in research within the university, and how they overcame challenges at this point and subsequently in sustaining engagement in teacher-research through collaboration. Finally, in the hope their stories will inspire others, it highlights the benefits research participants felt they had gained from engaging collaboratively in teacher-research
Action research · English language · Exploratory research · Mathematics education · Pedagogy · Practitioner research · Social science · Sociology · Turkish · Collaborative Teaching and Inclusion · Computer Science · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Doing and Writing Qualitative Research
Second Language Teacher Education
“Vygotsky’s Neglected Legacy”
Expansive Learning at Work
The art of case study research
Interviews – Learning the Craft of Qualitative Research Interviewing
University teacher educators’ research engagement
Mentoring in-service teachers
Innovations in the Continuing Professional Development of English Language Teachers
Power and positionality
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |