Embracing action research: Current tensions and possible directions

Edwards, E

Embracing action research: Current tensions and possible directions

Edwards, E

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Publication Type:: Journal Article
Citation:: English Australia Journal, 2018, 34 (1), pp. 3 - 21
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Edwards, E https://orcid.org/0000-0002-5865-5670	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	English Australia Journal, 2018, 34 (1), pp. 3 - 21	en_US
dc.identifier.issn	1444-4496	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128084
dc.description.abstract	© 2019 English Australia Journal. This article reports on findings from a qualitative study in the English Language Intensive Courses for Overseas Students (ELICOS) context which explored teachers' experiences and their managers' perceptions of teacher participation in the Cambridge Assessment English/English Australia Action Research in ELICOS program. Despite previously reported benefits for teachers' professional development as a result of action research participation, the study found that some current tensions may be limiting the potential and sustainability of the English Australia Action Research program for the development of teachers, ELICOS centres and the sector as a whole. This article explores four key tensions and offers some possible ways in which the tensions can be addressed within ELICOS centres and more broadly. These tensions and directions are also likely to be relevant to other ELT contexts in which teachers are conducting action research.	en_US
dc.relation.ispartof	English Australia Journal	en_US
dc.title	Embracing action research: Current tensions and possible directions	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	34	en_US
utslib.for	130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)	en_US
utslib.for	13 Education	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	34	en_US

Abstract:

© 2019 English Australia Journal. This article reports on findings from a qualitative study in the English Language Intensive Courses for Overseas Students (ELICOS) context which explored teachers' experiences and their managers' perceptions of teacher participation in the Cambridge Assessment English/English Australia Action Research in ELICOS program. Despite previously reported benefits for teachers' professional development as a result of action research participation, the study found that some current tensions may be limiting the potential and sustainability of the English Australia Action Research program for the development of teachers, ELICOS centres and the sector as a whole. This article explores four key tensions and offers some possible ways in which the tensions can be addressed within ELICOS centres and more broadly. These tensions and directions are also likely to be relevant to other ELT contexts in which teachers are conducting action research.

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http://hdl.handle.net/10453/128084