Introducing Action Research into the Education of Postsecondary Foreign Language Teachers

Datos Bibliográficos

ID8939476
AutoresGraham Crookes (0000-0003-4379-8553, University of Hawaii–West Oahu, autor de correspondencia), Paul Chandler (0000-0002-7004-8056, University of Hawaiʻi at Mānoa), Paul Michael Chandler
Año2001
Volumen34
Número2
Páginas131-140
Fecha de publicación2001-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2001.tb02818.x
OpenAlexW2078091666
IdiomaEN
Citas recibidas12
Referencias citadas20

This article reports on the introduction of an action research component into an existing graduate foreign language teaching methodology course for beginning foreign language teachers (graduate teaching assistants and graduate students) at the college level. The authors discuss the implementation, benefits, and caveats of such a project, illustrated with samples of feedback from the graduate teaching assistants' journals, evaluations, and follow‐up interviews. Graduate teaching assistants reported positive attitudes about the project overall, at the same time expressing concerns about time constraints and risk taking (e.g., doing action research as beginning teachers). Limitations concerning the depth of graduate teaching assistants' understanding of action research were noted. Four possible options for change are listed, and some conclusions are drawn about the importance of a cyclical and exploratory approach to change in foreign language teacher education programs in general

Action (physics · Action research · Exploratory research · Foreign language · Graduate education · Graduate students · Language education · Mathematics education · Medical education · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Medicine · Psychology · Second Language Learning and Teaching · Teacher Education and Leadership Studies