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Research and Reflective Practice in the ESL Classroom: Voices from Sri Lanka
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- Author(s): Cirocki, Andrzej; Tennekoon, Sujeewa; Calvo, Alicia Pena
- Language:
English- Source:
Australian Journal of Teacher Education. Apr 2014 39(4).- Publication Date:
2014- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires - Language:
- Additional Information
- Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
- Peer Reviewed: Y
- Source: 22
- Education Level: Elementary Secondary Education
- Subject Terms: Reflective Teaching; Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); Language Teachers; Teaching Methods; Faculty Development; Classroom Research; Theory Practice Relationship; Teacher Researchers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Questionnaires; Teacher Attitudes; Teacher Education; Semi Structured Interviews
- Subject Terms:
- ISSN: 0313-5373
- Abstract: Modern language education favours the model of a reflective teacher-researcher who is engaged in both individual and collaborative curriculum revision and teaching-learning environment improvement. The present paper addresses the issue of classroom research and reflective practice in current ESL pedagogy and teacher professional development. The theoretical introduction is followed by research findings recently gathered from Sri Lankan ESL teachers. The study aimed at ascertaining the extent to which Sri Lankan ESL teachers are involved in classroom research and discussing various reasons why they assume or do not assume the role of a teacher-researcher. The study reports interesting findings, calling for a wide-ranging discussion on reflective inquiry in the language classroom as theory and practice seem to be marching to a different tune.
- Abstract: As Provided
- Number of References: 51
- Publication Date: 2014
- Accession Number: EJ1017659
- Availability:
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