Collaborative Teacher Research

Learning with Students

Bibliographic Data

ID8938040
AuthorsSally Hood Cisar (University of Hawaiʻi at Mānoa, corresponding author)
Year2005
Volume38
Issue1
Pages77-88
Publication date2005-03-01
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2005.tb02455.x
OpenAlexW2096193732
LanguageEN
Citations received1
References cited8

This qualitative case study explores how collaborative teacher research serves as a professional development model for practicing teachers. The purpose of the study is to examine how participation in a collaborative teacher research group affected three French teachers' understandings of one state's foreign language standards, and to look at how those understandings were realized in a collaborative teacher research (CTR) project. This article specifically focuses on the results emanating from how the three French teachers individually and collaboratively interpreted and implemented foreign language standards while participating in CTR. Data were collected from workshops, journal entries, classroom observations, lesson plans and materials, workshop evaluations, the teachers' research, and e-mail conversations. Results show that the teachers learned about the standards primarily from collaborating with their students

Collaborative learning · Collaborative writing · Foreign language · Mathematics education · Pedagogy · Professional development · Qualitative research · Sociology · Teacher education · Teacher Preparation · Educational Practices and Policies · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Psychology

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