Teacher professional development through collaborative action research: Impact on foreign English language teaching and learning

Dario Banegas*, Anahí Pavese, Aurelia Velázquez, Sandra María Vélez

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

In 2011 we, a group of English-as-a-foreign-language teachers at a secondaryschool in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.
Original languageEnglish
Pages (from-to)185-201
Number of pages17
JournalEducational Action Research
Volume21
Issue number2
Early online date29 May 2013
DOIs
Publication statusPublished - Jun 2013

Keywords / Materials (for Non-textual outputs)

  • collaborative action research
  • English language teaching
  • CLIL
  • content and language integrated learning

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