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Classroom_Based_Research

Page history last edited by Dr. Nellie Deutsch 3 years, 9 months ago

Session Title: 

WarwickWarwickWarwick

Classroom-based Research for Professional Development

Abstract:  

 

This EVO Project provides a hands-on introduction to inquiry-based teacher development, especially (though not exclusively) for teachers working in difficult circumstances (large classes, low-resource classrooms, etc.). The project takes participants through different stages of teacher-research, engaging them in practical activities which will gradually build their confidence in this area.

 

Hashtag: #tresearch


 

Target audience: 


We aim to connect, in particular, with teachers and teacher educators working in relatively difficult circumstances in developing countries who may not otherwise have much access to teacher development opportunities. Open-source materials and experiences to be referred to mainly come from teacher-research projects in such settings, including the Champion Teachers project in Chile (British Council and Ministry of Education Chile) (2013 to present), Hornby Regional Schools in Nepal (2013-2014) (A.S. Hornby Educational Trust and British Council) and the Teachers and Children as Co-researchers in Indian Primary Schools project (British Council) (2015-2016). 

 

 

Session objectives: 

 

Overall the project aims to improve teachers' sense of self-efficacy and professional autonomy via inquiry-based practice.  Specific session aims focus on commencing teacher-research,  developing a plan, sustaining research and developing further autonomy. 

 

Participants will learn how to carry out small-scale research in their own teaching settings: tasks will be provided which teachers can carry out in their own classrooms or teaching institutions. The goal will be for participants to share  findings with others in this EVO commmunity, and ultimately beyond.

 

The project takes participants through different stages of teacher-research for teacher development and engages them in activities which will gradually build their confidence in this area: from sharing successes and understanding the value of collaboration (week 1) to creating research questions and gaining insights from colleagues (week 2), then deciding on and trying out tools for exploring the questions by collecting classroom data (week 3); analyzing data and learning how to share findings (week 4); and finally reporting to the community, and planning further research and action (week 5).  

 

 

Before 1st January you can join our Facebook group, and we will post reminders and further information there. 

 

From 1st January to 13th January, you can register for this EVO by following the instructions we will post on 1st January on our website home page:  classroombasedresearch.weebly.com/evo2018

 

If you do not register by 13th January, you will still be able to listen in to webinars and access website tasks as they become available, week by week from 14th January onwards, but you will not be able to join in fully, i.e. receive mentoring or have access to other participants' responses to tasks. 

 

 

 

Syllabus:


 

Preparatory  (1–13 Jan. 2018)

 

 'While-waiting warm-up'

 

While you're waiting for the EVO to begin, get to know the moderators via their short self-introductions, introduce yourself in our Facebook group / Google + community (we'll provide that link on the website

(classroombasedresearch.weebly.com/evo2018) on 1st January), fill out a questionnaire which will help us support you better, and browse some of the readings and videos about teacher-research that we'll make available.

 


 

Week 1 (14–20 Jan. 2018)

 

Introduction and stepping into research for teacher development 

 

Hear an introduction to the project overall, then introduce your classroom and teaching situation to the group via Google + / Facebook group. We will then focus on sharing recent successful teaching experiences relating to your contexts. The emphasis is on confidence-building and relationship-building via recognition of yourselves and your colleagues as experts in your own classrooms. Videos of other teachers sharing their experiences in a workshop in Nepal will also be shared and discussed.

 


Week 2 (21–27 Jan. 2018)

 

Identifying a focus of research and developing research questions 

 

You will be introduced to the value of exploring before attempting to bring about a change. This entails stepping back from the situation and investigating it thoroughly. As a first step, you will be helped to identify a main research focus and develop this into a clear research question or questions. During this process, you will receive feedback from moderators and other course participants.

 


 

Week 3 (28 Jan.–3 Feb. 2018)

 

Practical tools for exploratory research

 

You will be guided into considering different sources of information and appropriate data collection tools. You will be helped to determine the best type(s) for your own questions.  You will continue tol gain feedback from moderators. Participants will also be shown how they can involve their students in the research and problem-solving process. 

 


 

Week 4 (4–10 Feb. 2018)

 

Timelines, analysis and sharing

 

This week will be allocated to the discussion of and guidance in timelining, basic data analysis procedures, and ways of sharing research.  Participants will create their own timeline, will learn about several ways to analyze data and will decide which analysis procedure(s) will best complement their study.  Finally, participants will discuss how to best share their valuable insights with their colleagues, with a focus on innovative, creative and teacher-friendly means of sharing. 

 


 

Week 5 (11–17 Feb. 2018)

 

Developing a plan for further research and sharing

 

Participants will share their work in the form of research plans (context - questions - data collection methods - timeline) or reports on work so far if the research has already started. Finally, teachers will be encouraged to join specific networks (the 'Teachers Research!' Facebook group, the Teaching English in Large Classes network (TELCnet) and IATEFL Research SIG) for further development in this area. They will also be invited to stay in touch and report back about their research in March or April. 

 


 

Media: 

 

 

Other technology tools: (optional) Digital posters (i.e. Padlet), video making tools (i.e. Voicethread) 


Sponsors: 

 

All-India Network of English Teachers (AINET);

IATEFL Research SIG;

Red de Investigadores Chilenos (RICELT);

Teaching English in Large Classes network (TELCnet)

 

 

To join this group:

 

From January 8 :

 

Go to: 

classroombasedresearch.weebly.com/evo2018 and follow instructions there

 

 

 


Moderators:

 

 

Name (last, first)

Email address

Location (country of residence)

Biodata  

Photo

Smith, Richard

r.c.smith@warwick.ac.uk

UK

Richard Smith, from the UK, has been a teacher educator for more than twenty-five years, the last eighteen of them in the UK at the University of Warwick. He is the co-founder and coordinator of the Teaching English in Large Classes network (TELCnet) and outreach coordinator for the IATEFL Research SIG.  He has given plenary talks and workshops in many countries and he is academic adviser for teacher-mentoring schemes in Latin America and South Asia. Website:http://warwick.ac.uk/richardcsmith

Twitter @RichardSmithELT

 

 

 
Rebolledo, Paula prebolledoc@gmail.com Chile Paula, from Chile, has taught at school level and in INSETT programmes. Currently, she is the national academic coordinator of the English Opens Doors Programme at the Ministry of Education in Chile. She is the co-founder of RICELT, the first Chilean network of researchers in ELT. She has been mentoring teacher-research on the Chile Champion Teachers project funded by the British Council.
Padwad, Amol amolpadwad@gmail.com India Amol Padwad, from India, currently works in a private college in India and is the National Convener of the All India Network of English Teachers (AINET). He has also been a trainer, consultant and project manager for over 15 years and is currently leading an action research project for school teachers. 

Dikilitas, Kenan

kenandikilitas@gmail.com

Turkey

Kenan Dikilitaş  is an Assistant Professor at Bahçeşehir University, Istanbul. His academic and research interests include language teacher education and professional development through research engagement. He has published his work in books and international journals. His recent book publications include Developing Teacher autonomy through Action Research co-authored with C.Griffiths (2017) and Developing insights into teacher research edited with A.Burns, R. Smith, and M.Wyatt, (2017). Prior to his experience in a higher education context, he taught EFL in primary, secondary and high school settings with intensive teaching loads for several years.

 

Saglam, Asli Lidice Gokturk  

aslilidice@gmail.com

Turkey

Asli, from Turkey, has been an English teacher in EAP settings for 15 years. She is an educational technologies enthusiast. Her research interests include; teacher education, educational technology and testing and assessment. She shares her reflections about teaching in her blog at http://aslisaglam.edublogs.org/  and on Twitter (@aslilidice) 

 
         
Al-Rawahi, Abdullah aknarawahi@gmail.com  Oman

I am a language teacher working in the Centre for Preparatory Studies at Sultan Qaboos University in Oman.  I am currently a PhD candidate at the University of Warwick, and I am mainly interested in teacher research engagement. 

Anderson, Jason jasonanderson1@gmail.com UK Jason Anderson is a teacher educator, consultant, researcher and award-winning author of books and materials for language teachers. He has worked extensively in Africa, Europe and Asia, supporting teachers in primary, secondary and adult education in more than 20 countries. His interests include teaching methodology, multilingualism and teacher education. 
Banister, Chris banisterc@regents.ac.uk UK Chris, from the UK, has taught widely in the field of English language teaching over the last 20 years in both Turkey and the UK. He currently teaches academic and business English at Regent’s University London. He completed his MA in TESOL at the UCL Institute of Education in 2015 and his current research interests include: Exploratory Practice, vocabulary lists for ESP and EAP, and obtaining learner feedback and evaluations. He is a member of the Organising Committee for the Annual Istanbul Teachers Research! Conference.
Bulut, Melike melikebulut@trakya.edu.tr  Turkey Melike Bulut is an EFL teacher, teacher educator and researcher. She has taught English in various EFL and ESL settings and lectured at university-based English language teacher education programmes in Turkey and the UK. Her research interests include teacher learning and language teacher education.

Chapagain, Babita Sharma

babitasharma34@gmail.com

Nepal

Babita Sharma Chapagain completed her MA in ELT from the University of Warwick in 2015. She works as a teacher trainer at Rato Bangala Foundation, Nepal. She has also been teaching at Kathmandu University where she assists M Ed (ELT) students in carrying out a classroom-based research.  

 
Chappell, Phil philip.chappell@mq.edu.au Australia Phil Chappell is Senior Lecturer in Linguistics at Macquarie University. He conducts research in a variety of areas of TESOL, and supervises research students at Masters and PhD levels. Phil has taught and managed in Southeast Asia and Australia in a variety of language programs. He is currently the Executive Editor of the English Australia Journal.
Consoli, Sal s.consoli@warwick.ac.uk UK Sal Consoli, from the UK, is an ESRC-PhD Researcher at the Centre for Applied Linguistics and Associate Teaching Fellow in the School of Modern Languages at the University of Warwick. He has taught EFL, EAP, French and Spanish in the UK and abroad. His research interests include EAP; L2 Motivation, Teacher Education, and Teacher-Research. He is co-founder of FOLLM. 
Dixit, Krishna Kalyan krishnakdixit@gmail.com India Krishna is currently the Head, Department of English, Yeshwant College of Arts, Seloo (India). He has 20 years of ELT experience. His areas of interest include teacher motivation, teacher research, history of ELE in India, and Continuing Professional Development of teachers.
Eraldemir Tuyan, Seden sedentuyan@gmail.com Turkey Seden Tuyan worked as a language instructor, syllabus coordinator, staff developer at Çukurova University, the School of Foreign Languages between 1993-2017. She is currently working as a faculty member in the ELT Department at Çağ University, Mersin. Her major interests are classroom management, action research, and personal and professional development.
Evans, Michelle shellie_evans@hotmail.co.uk UK Michelle, from the UK, has ESOL and EAP teaching experience in the UK and Vietnam and has been working as a research assistant within the Teacher-research for Difficult Circumstances project at the University of Warwick. 
Ghazal, Sadeqa sghazal@gmail.com India

Sadeqa Ghazal, from India, is a senior research fellow pursuing PhD(ELT) from the school of Humanities and Social Sciences at Indian Institute of Technology Patna. Her research interests include learner autonomy, teaching speaking, critical pedagogy and classroom-based action research in ELT. She has taught ESL at school level for more than five years in low-resource classrooms.

Twitter: @sadeqaghazal

Gupta, Sonika sonikagupta85@gmail.com India Sonika, from New Delhi, India currently teaches English to young learners in a Private school. She has eight years of  teaching experience in English as Second Language to young learners. She has done M.Ed. with specialisation in "Mental Health" and "Reading: Pedagogy and processes" from University of Delhi in 2011. Her interest area includes: English as Second Language, pedagogy of reading and writing and exploratory action research.
Mazzei, Ruben rumazzei@gmail.com Argentina Ruben Mazzei is a university EFL and literature teacher. He teaches at primary, secondary and  university levels and at Teacher Training College. He coordinates and designs courses for the CPD department for English in the Ministry of Education (Province of Buenos Aires, Argentina). He also  facilitates workshops for the British Council. His research interests are genre-based pedagogy, SFL and EASP.
Muñoz, Elizabeth elizabeth.munoz.sanmartin@gmail.com Chile Elizabeth Muñoz San Martín is a school English Language Teacher in Chile. Head of the English Department for 11 years, she coordinates and supervises the work of the Teachers of English in the school she works. She is a mentor in the British Council / PIAP Champion Teachers Action Research scheme cohort IV, 2017. She holds a MA TESOL (c) University of Manchester where she specialised in Teacher Education.
Salvi, Ana Ines anainess26@yahoo.com.ar UK Ana is completing a PhD and has obtained an MA both in ELT and Applied Linguistics at the University of Warwick (UK). Previously she did her undergraduate studies in ELT at UNLP (Argentina). She has taught English, academic English and in TEFL programmes in the UK, China and Argentina.
Senaydin, Ferah ferahsenaydin@hotmail.com Turkey Ferah Senaydın is a PhD student at Bahcesehir University Graduate School of Educational Sciences. Having completed her B.A. and M.A. at Ege University English Language and Literature, Senaydın began her career as a full time instructor at Ege University School of Foreign Languages in 2000, and since then she has assumed various academic roles including project centre coordinator and testing consultant.
Serra, Mariana marianaserra2@gmail.com Argentina Mariana Serra is an Argentinian teacher and a licentiate in English. She holds a diploma in E-learning and distance learning and she is attending an MA Program. For PD purposes, she has studied in the USA and Spain. She was one of the winners of Aptis for Teachers Action Research Awards (British Council) in 2015 and has been selected again in 2016-2017. For over ten years she has worked in universities and secondary schools teaching English as a FL and she has worked as a Head of Department mentoring teachers for several years. Her interests are in Applied Linguistics and Materials Development.
Webb, Rhian rhian.webb@southwales.ac.uk UK Rhian Webb works as a senior lecturer in TESOL at The University of South Wales, UK.  She has worked overseas in Thailand, Australia and Japan and has undertaken a variety of teaching and management roles within her career.  Her current research looks a UK native speakers’ knowledge about grammar. Website: http://staff.southwales.ac.uk/users/2562-rwebb
Wyatt, Mark mark.wyatt@port.ac.uk United Arab Emirates Mark Wyatt, currently in the UAE, has worked in teacher education in contexts including Thailand, Nepal, Oman (with in-service teachers on a University of Leeds BA TESOL) and the UK (with Malaysian pre-service B.Ed TESL students at the University of Portsmouth). He moderates the discussion board of the IATEFL Research SIG and co-edits ELT Research
Yücel, Beril beril.yucel@gmail.com Turkey Beril Yücel has been involved in English language teaching for 26 years as an instructor, textbook writer, assistant director and teacher educator. She holds an MSc in Curriculum Design & Evaluation from METU. Currently, she works as the Coordinator of the Professional Development Unit at TOBB ETU (University of Economics & Technology) Department of Foreign Languages, Ankara, Turkey.. She previously worked as the IATEFL TTED SIG coordinator.

 

 

Primary Contact : 

 

Richard Smith - R.C.Smith@warwick.ac.uk

 

 

 

 

 

 

 

 

 

 

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