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Promoting Continuous Professional Development of English Teachers through Action Research
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- Author(s): Dogan, Cemile (ORCID
Dogan, Cemile (ORCID 0000-0002-5246-6692 ); Kirkgoz, Yasemin- Language:
English- Source:
International Journal of Educational Reform. Jul 2022 31(3):246-277.- Publication Date:
2022- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: 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
- Peer Reviewed: Y
- Source: 32
- Education Level: Higher Education
Postsecondary Education - Subject Terms: 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
- Subject Terms:
- Accession Number: 10.1177/10567879211062224
- ISSN: 1056-7879
- Abstract: 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.
- Abstract: As Provided
- Publication Date: 2022
- Accession Number: EJ1341891
- Availability:
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