The Affordances and Limitations of Collaborative Research in the TESOL Classroom

Autor/inn/en	Slaughter, Yvette; Choi, Julie; Nunan, David; Black, Hayley; Grimaud, Rebecca; Trinh, Hân
Titel	The Affordances and Limitations of Collaborative Research in the TESOL Classroom
Quelle	In: TESOL in Context, 29 (2020) 2, S.35-61 (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Slaughter, Yvette) ORCID (Choi, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Affordances; Barriers; Classroom Research; English (Second Language); Second Language Instruction; Language Teachers; Adult Educators; Teacher Educators; Teacher Collaboration; Research Projects; Action Research; Instructional Effectiveness; Refugees; Immigrants; Professional Development; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Forschungsvorhaben; Projektforschung; Unterrichtserfolg; Flüchtling; Immigrant; Immigrantin; Immigranten; Ausland; Australien
Abstract	The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the 'fluid' and 'messy' process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01