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Why should English language teachers conduct classroom research?
As teachers gain experience, they instinctively want to learn more about their practice, the profession, and ways to contribute to the field. The way to dig deeper into their passion for teaching is through researching their own classroom contexts. This easy-to-follow guide demystifies the process of classroom research and gives teachers the confidence to get started, plan a project, collect data, publish findings, and then continue to enjoy the empowering energy of researching and learning. Open the book; begin your journey as a teacher-researcher.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
Tim Stewart has worked as a TESOL educator since 1986. When he entered the field, he was fortunate to have had wonderful colleagues who opened their classrooms and collaborated with him while team teaching. This early foundation set Tim off on a career in TESOL that centered on professional discovery through classroom research. Tim's quest to learn more about his students and his teaching practice led him to publish over 50 articles and book chapters while authoring or editing eight books. His early experiences teaching showed him that the classroom is a fascinating crucible of learning, and he quickly appreciated that teachers need to tell the stories that emerge from their classrooms. Tim has tried to pass this message on to other TESOL classroom teachers and graduate students over the years. He will always value the learning he has gained through his classroom practice and research as he prepares to retire from Kyoto University and move on to do other things.
Thomas S.C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.