Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning
Source: Educational Action Research, Volume 21, Issue 2, 2013, pages 185-201
The authors are a group of English-as-a-foreign-language teachers at a secondary school in Argentina.
The authors decided in 2011 to investigate their teaching practices through collaborative action research so as to improve their students’ learning opportunities and thus revitalise English-language teaching in their context.
The authors implemented and evaluated the integration of content and language learning in our classrooms through the development of their own materials.
The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development.
This report particularly focuses on the evaluation facets of their collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.