Language teacher action research: Achieving sustainability

Edwards, E; Burns, A

Language teacher action research: Achieving sustainability

Edwards, E

Burns, A

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Publication Type:: Journal Article
Citation:: ELT Journal, 2016, 70 (1), pp. 6 - 15
Issue Date:: 2016-01-01

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Field	Value	Language
dc.contributor.author	Edwards, E https://orcid.org/0000-0002-5865-5670	en_US
dc.contributor.author	Burns, A	en_US
dc.date.issued	2016-01-01	en_US
dc.identifier.citation	ELT Journal, 2016, 70 (1), pp. 6 - 15	en_US
dc.identifier.issn	0951-0893	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123239
dc.description.abstract	© The Author 2015. Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in Australia, we address the question of the sustainability of the impact of AR. Data from a survey and interviews show that, between one and four years after completing an AR programme, the teachers felt more confident, connected to their students, research-engaged, and recognized by colleagues and managers. We argue that a balance of top-down institutional support and individual teacher motivation is essential in ensuring sustainability of the impact over time. Finally, we suggest how the benefits of AR can be sustained for teachers doing AR and their colleagues.	en_US
dc.relation.ispartof	ELT Journal	en_US
dc.relation.isbasedon	10.1093/elt/ccv060	en_US
dc.subject.classification	Languages & Linguistics	en_US
dc.title	Language teacher action research: Achieving sustainability	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	70	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1701 Psychology	en_US
utslib.for	2004 Linguistics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	70	en_US

Abstract:

© The Author 2015. Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in Australia, we address the question of the sustainability of the impact of AR. Data from a survey and interviews show that, between one and four years after completing an AR programme, the teachers felt more confident, connected to their students, research-engaged, and recognized by colleagues and managers. We argue that a balance of top-down institutional support and individual teacher motivation is essential in ensuring sustainability of the impact over time. Finally, we suggest how the benefits of AR can be sustained for teachers doing AR and their colleagues.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/123239