Changes Experienced by Teachers Through Action Research Projects in an In-service EFL Teacher Education Program :

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抄録

The present study examines changes that teachers experienced through action research projects conducted in an in-service English as a foreign language (EFL) teacher education program administered in the Niigata prefecture from May to December 2008. Questionnaires concerning action research and English language classroom teaching were developed and administered to the participants before and after the program. The participants were 17 public junior high school teachers of English and their responses were analyzed using both quantitative and qualitative approaches. Both quantitative and qualitative results verified that action research projects have significant positive effects on teachers' classroom teaching practices and their perceptions and evaluations of their students and themselves. However, the quantitative results showed that the projects did not further the good rapport between teachers and students. In addition, the qualitative results illustrated the process in detail, from the onset of reflective practices to the achievement of lesson improvement. The results also specifically revealed two major categories in which teachers faced problems during the action research process: those due to lack of time and those due to the ambiguity and complexity of the action research approach.

The present study examines changes that teachers experienced through action research projects conducted in an in-service English as a foreign language (EFL) teacher education program administered in the Niigata prefecture from May to December 2008. Questionnaires concerning action research and English language classroom teaching were developed and administered to the participants before and after the program. The participants were 17 public junior high school teachers of English and their responses were analyzed using both quantitative and qualitative approaches. Both quantitative and qualitative results verified that action research projects have significant positive effects on teachers' classroom teaching practices and their perceptions and evaluations of their students and themselves. However, the quantitative results showed that the projects did not further the good rapport between teachers and students. In addition, the qualitative results illustrated the process in detail, from the onset of reflective practices to the achievement of lesson improvement. The results also specifically revealed two major categories in which teachers faced problems during the action research process: those due to lack of time and those due to the ambiguity and complexity of the action research approach.

収録刊行物

  • 大学英語教育学会紀要

    大学英語教育学会紀要 (53), 57-74, 2011

    大学英語教育学会

各種コード

  • NII論文ID(NAID)
    110008897625
  • NII書誌ID(NCID)
    AA12208671
  • 本文言語コード
    ENG
  • 資料種別
    Journal Article
  • ISSN
    02858673
  • NDL 記事登録ID
    11290298
  • NDL 雑誌分類
    ZK31(言語・文学--外国語・外国文学)
  • NDL 請求記号
    Z7-533
  • データ提供元
    NDL  NII-ELS  IR  NDL-Digital 
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