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Teacher development opportunities in an action research project : Primary English teachers working with children as co-researchers in India
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Pinter, Annamaria and Mathew, Rama (2017) Teacher development opportunities in an action research project : Primary English teachers working with children as co-researchers in India. In: Wilden, Eva and Porsch, Raphaela, (eds.) The professional development of primary EFL teachers : National and international research. Munster - New York : Waxmann, pp. 141-152. ISBN 9783830934240
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Official URL: http://www.worldcat.org/oclc/974950244
Abstract
In this paper we describe our ongoing research project which is focussed on engaging teachers in a special kind of action research (henceforth AR), i.e. working with their learners as co-researchers in their classrooms. We will discuss some of our initial findings related to the participating teachers’ professional development, as reported by them. First we will describe the context of the study, then refer to the literature related to action research as well as the concept of ‘working with children as co-researchers’, as this focus is central to the type of action research project all our participants were engaged in. We present some initial findings and relate these to current issues and debates in the area of primary English language teacher development. Throughout the world, political mobilizations by refugees, irregularized migrants, and solidarity activists have emerged, demanding and enacting the right to move and to stay, struggling for citizenship and human rights, and protesting the violence and deadliness of contemporary border regimes. These struggles regularly traverse the local and constitute trans-border, trans-categorical, and in fact, social movements. This special issue inquires into their transformative possibilities and offers a collection of articles that explore political mobilizations in several countries and (border) regions, including Brazil, Mexico, the United States, Austria, Germany, Greece, Turkey and ‘the Mediterranean.’ This issue brings into dialog social movement literature, and especially the ‘contentious politics’ perspective, with migration struggles. It connects these to current debates underway within Critical Citizenship Studies and the Autonomy of Migration literatures around rights making, the constitution of political subjectivities, and re-defining notions of the political and political community.This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.
Item Type: | Book Item | ||||
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Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||
Publisher: | Waxmann | ||||
Place of Publication: | Munster - New York | ||||
ISBN: | 9783830934240 | ||||
Book Title: | The professional development of primary EFL teachers : National and international research | ||||
Editor: | Wilden, Eva and Porsch, Raphaela | ||||
Official Date: | 2017 | ||||
Dates: |
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Page Range: | pp. 141-152 | ||||
Status: | Peer Reviewed | ||||
Publication Status: | Published | ||||
Access rights to Published version: | Restricted or Subscription Access | ||||
Date of first compliant deposit: | 22 March 2019 | ||||
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