Promoting Continuous Professional Development of English Teachers through Action Research

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

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32

Action Research; Faculty Development; English (Second Language); Second Language Learning; Second Language Instruction; Self Efficacy; Teacher Attitudes; Reflection; Sociocultural Patterns; Language Teachers; Thinking Skills; Educational Needs; Higher Education; Foreign Countries; Teacher Characteristics; Teaching Methods; Learner Engagement

10.1177/10567879211062224

1056-7879

The current study adopts a mixed-method research design to foster English Language instructors' attitude toward professional development, self-efficacy beliefs, and reflective thinking. Vygotsky's sociocultural theory constituted the base and the professional development program was designed accordingly. The participants of the study were nine English Language instructors working at three different universities. Throughout the 16-week program, it was aimed to equip the participants with action research skills to conduct their own study in their own context according to their needs and/or interests. All the participants completed the Plan, Act, Observe, and Reflect stages of the Action Research Cycle.

As Provided

2022

EJ1341891