A Narrative Study of Iranian EFL Teachers' Experiences of Doing Action Research

Autor/in	Mehrani, Mehdi B.
Titel	A Narrative Study of Iranian EFL Teachers' Experiences of Doing Action Research
Quelle	In: Iranian Journal of Language Teaching Research, 5 (2017) 1, S.93-112 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Language Teachers; Second Language Instruction; English (Second Language); Teaching Experience; Action Research; Teacher Researchers; Teacher Surveys; Essays; Semi Structured Interviews; Teacher Attitudes; Data Analysis; Teaching Skills; Skill Development; Reflective Teaching; Teacher Empowerment; Student Needs; Time Management; Knowledge Level; Barriers; Pedagogical Content Knowledge; Iran + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Projektforschung; Lehrerforschung; Essay; Aufsatzunterricht; Lehrerverhalten; Auswertung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Zeitmanagement; Wissensbasis; Pädagogische Kompetenz
Abstract	The present narrative study examined the purposes that language teachers pursue in their research studies. The study also explored the opportunities and challenges that teachers experience while doing action research. Data were collected through a survey of narrative frames among 68 teachers, reflective essays written by 9 teachers and individual interviews with 12 other teachers. Analyzing the content of the data and sorting out the main themes showed that teachers are mainly concerned with practical aspects of their profession such as developing their teaching skills and improving students' knowledge in particular language areas. In addition, teachers believe that action research broadens their understanding of language education, provides them with a framework for reflecting on their practice, empowers them to play more important roles in educational systems and heightens their awareness of students' needs. The findings also point to teachers' consensus that their time limitations, their lack of specialized knowledge of research, administrative restrictions and lack of collaboration are among the main challenges they experience when undertaking action research. The study concludes with the discussion of the broader implications of the study for promoting action research in language teaching profession. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01