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Researching teacher associations

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Smith, Richard and Kuchah, Kuchah (2016) Researching teacher associations. ELT Journal, 70 (2). pp. 212-221. doi:10.1093/elt/ccv077

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Official URL: http://dx.doi.org/10.1093/elt/ccv077

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Abstract

Here we argue not only for more research into English language teacher associations (TAs) but also for research to be carried out by and within TAs. That is, we advocate their becoming ‘Researching TAs’ themselves. This suggestion derives from our recent collaborative work with/within CAMELTA (the Cameroon English Language and Literature Teachers’ Association). In this context we have initiated and helped to facilitate the development of what we term – by analogy with ‘teacher-research’ – ‘TA-research’: systematic inquiry which is based on members’ priorities and officially endorsed by a TA, and which engages members as active participants in what they see as a collective project. This initiative offers promising signs that a TA can become a ‘researching association’ in the service of its members’ needs. In the CAMELTA case, valuable local knowledge is being uncovered and shared, helping members become less dependent on outsider expertise: in a word, more empowered.

Item Type: Journal Article
Subjects: P Language and Literature > PE English
Divisions: Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH): English language -- Study and teaching -- Foreign speakers, Teachers' unions -- Cameroon , English teachers
Journal or Publication Title: ELT Journal
Publisher: Oxford University Press
ISSN: 0951-0893
Official Date: April 2016
Dates:
DateEvent
April 2016Published
11 November 2015Accepted
Volume: 70
Number: 2
Page Range: pp. 212-221
DOI: 10.1093/elt/ccv077
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access

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