The ecological impact of action research on language teacher development: a review of the literature

Edwards, E

The ecological impact of action research on language teacher development: a review of the literature

Edwards, E

Permalink

Publication Type:: Journal Article
Citation:: Educational Action Research, 2020
Issue Date:: 2020-01-01

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted ManuscriptAdobe PDF (272.95 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Edwards, E https://orcid.org/0000-0002-5865-5670	en_US
dc.date.accessioned	2020-04-07T23:53:06Z
dc.date.available	2021-08-12T19:00:54Z
dc.date.issued	2020-01-01	en_US
dc.identifier.citation	Educational Action Research, 2020	en_US
dc.identifier.issn	0965-0792	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139878
dc.description.abstract	© 2020, © 2020 Educational Action Research. Action Research is now frequently practiced and promoted as a form of continuing professional development for language teachers, with recent studies reporting many benefits for those who engage in Action Research. Less frequently reported, but equally as important for sustainability, are the wider impacts of Action Research engagement on teachers’ colleagues, schools and educational sectors. However, to date, there has been no cohesive or holistic review of research on the various forms of development that language teacher Action Research can initiate. This conceptual paper adopts an ecological perspective as a holistic framework for analysing the dimensions of impact of Action Research. An ecological approach studies humans in terms of their relations with their environment, and analyses the affordances and constraints that interact with human development. Accordingly, this paper reviews recent literature on the impact of Action Research in terms of three levels of ecology: micro (individual), meso (school) and macro (wider educational sector) levels. The paper then advances current understandings about why and how Action Research initiates development by analysing the experiences reported, within the studies reviewed, that are unique to teacher Action Research.	en_US
dc.relation.ispartof	Educational Action Research	en_US
dc.relation.isbasedon	10.1080/09650792.2020.1718513	en_US
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Educational Action Research, 2020], available online: https://www.tandfonline.com/doi/full/10.1080/09650792.2020.1718513 http://authorservices.taylorandfrancis.com/sharing-your-work/
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject.classification	Education	en_US
dc.title	The ecological impact of action research on language teacher development: a review of the literature	en_US
dc.type	Journal Article
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	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2020, © 2020 Educational Action Research. Action Research is now frequently practiced and promoted as a form of continuing professional development for language teachers, with recent studies reporting many benefits for those who engage in Action Research. Less frequently reported, but equally as important for sustainability, are the wider impacts of Action Research engagement on teachers’ colleagues, schools and educational sectors. However, to date, there has been no cohesive or holistic review of research on the various forms of development that language teacher Action Research can initiate. This conceptual paper adopts an ecological perspective as a holistic framework for analysing the dimensions of impact of Action Research. An ecological approach studies humans in terms of their relations with their environment, and analyses the affordances and constraints that interact with human development. Accordingly, this paper reviews recent literature on the impact of Action Research in terms of three levels of ecology: micro (individual), meso (school) and macro (wider educational sector) levels. The paper then advances current understandings about why and how Action Research initiates development by analysing the experiences reported, within the studies reviewed, that are unique to teacher Action Research.

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

http://hdl.handle.net/10453/139878