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Action research

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Action research

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dc.contributor.author Banegas, Darío Luis
dc.contributor.author Villacañas de Castro, Luis Sebastián
dc.date.accessioned 2019-09-02T10:24:07Z
dc.date.available 2019-09-02T10:24:07Z
dc.date.issued 2019 es_ES
dc.identifier.citation Banegas, D. L., & Villacañas de Castro, L. S. (2019). Action research. En S. Mann & S. Walsh (Eds.), The Routledge handbook of English language teacher education (págs. 570-582). Londres/Nueva York: Routledge. es_ES
dc.identifier.uri https://hdl.handle.net/10550/71293
dc.description.abstract Action research (AR) equips teachers with systematised reflections and rich data to transform, change, improve, and contest their own classroom practices. Thus, AR, as an inherent element in teaching, needs to be encouraged among teachers, and therefore it is in the hands of teacher educators in pre-service and in-service programmes and continuous professional development opportunities to provide student-teachers, teachers, and fellow teacher educators with awareness, knowledge, and experiences of AR. The aim of this chapter is to support teacher educators in disseminating the power of AR by discussion the implications of AR in ELTE (English language teacher education). We organise this chapter from general aspects to examples drawing on teacher educators’ experiences. First, we define AR and summarise its value, the role of teachers, and the crucial relevance of motivation and sustainability in AR engagement. Second, we discuss features and conditions of AR in its preparation, navigation, and socialisation. Finally, we share examples of teacher educators involved in teaching, doing, and supporting AR carried out with student-teachers, teachers and teacher educators across ELTE. en_US
dc.description.abstract Action research (AR) equips teachers with systematised reflections and rich data to transform, change, improve, and contest their own classroom practices. Thus, AR, as an inherent element in teaching, needs to be encouraged among teachers, and therefore it is in the hands of teacher educators in pre-service and in-service programmes and continuous professional development opportunities to provide student-teachers, teachers, and fellow teacher educators with awareness, knowledge, and experiences of AR. The aim of this chapter is to support teacher educators in disseminating the power of AR by discussion the implications of AR in ELTE (English language teacher education). We organise this chapter from general aspects to examples drawing on teacher educators’ experiences. First, we define AR and summarise its value, the role of teachers, and the crucial relevance of motivation and sustainability in AR engagement. Second, we discuss features and conditions of AR in its preparation, navigation, and socialisation. Finally, we share examples of teacher educators involved in teaching, doing, and supporting AR carried out with student-teachers, teachers and teacher educators across ELTE. es_ES
dc.language.iso en_US es_ES
dc.relation.ispartofseries Routledge Handbooks;
dc.subject investigación acción; es_ES
dc.subject investigación educativa es_ES
dc.subject formación de profesorado es_ES
dc.subject enseñanza del inglés es_ES
dc.title Action research es_ES
dc.type book part es_ES
dc.subject.unesco UNESCO::PEDAGOGÍA es_ES
dc.identifier.idgrec 886983 es_ES

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