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2016_Classroom_Based_Research

Page history last edited by ElizabethA 8 years, 4 months ago

CLASSROOM-BASED RESEARCH FOR PROFESSIONAL DEVELOPMENT EVO 2016

This EVO Project aims to help teachers with hands on research-based teacher development education. It offers a number of sessions run by different teacher educators on different stages or forms of teacher research for teacher development. Sessions focus on commencing teacher research, developing a plan, sustaining research and developing research autonomy. In doing so, the project aims at improving teachers' efficacy and motivation to be research engaged.

Participants of class-based research project will be able produce a developmental research study in their own classroom (each session will end by assignments teachers can do in their own classroom) that could be shared with all other participants in the community of online practice in EVO. Furthermore, participants will be invited to present their research experiences at the IATEFL ReSIG conference in Turkey. We will be helping teachers engage in a classroom-based research experience by fulfilling the following steps:

1. Developing the concept of teacher research for development

2. Understanding research as a way of teacher development

3. Developing self-efficacy for doing research for development

4. Developing motivation and autonomy to engage in research for professional development

5. Comprehending the steps for conducting action research

6. Learning how to commence research by identifying puzzles, challenges in or questions about their teaching

7. Designing their research plan and fine tuning it through feedback from our community of online practice (moderators and peers)

8. Implementing their research plan and conducting AR with guidance from experienced moderators

9. Reflecting on their results and the research experience and applying that to their future teaching

10. Making plans to share their findings with fellow teachers either through presenting at a conference or publishing an article

Target audience

We are hoping to connect in this project with senior level pre-service teachers, in-service teachers, teacher trainers, mentors, and teacher educators.

Syllabus

Classroom-based research is mainly done to address teachers' questions, problems, and issues they experience in their instruction. As teachers we often conduct such research in order to be able to identify specific answers and ways of overcoming challenges in the classrooms. Therefore, the course syllabus below aims at assisting the participants in an exploratory research process.

Weekly content of this research based EVO project also will lead fellow teachers to become more critical of pedagogical issues and instructional challenges we face everyday in our classes.

Weekly Content

Week1

Jan 10 - 17 2016

Photo Credit: http://bit.ly/1SGy6CE

Introduction and role of research for teacher development

After introducing themselves to the group, participants will explore characteristics of teacher development and discuss potential contributions of research to continuing professional development. Through reading and listening to various sources and sharing ideas with others online, participants will gain a thorough understanding of the steps for conducting action research and reflect on how it can positively impact their teaching.

Week 2

Jan 18 - 24 2016

Identifying a focus of research & Identifying co-researchers (students, other teachers ..)

Each participant will identify a research focus which could be a problem, a point to consider, a question, etc.. and the sources of information to address that issue. Next, participants will learn how to turn their focus into clear research question(s). Then, they will identify co-researchers and make a practical plan for conducting their AR. Throughout this process, they will also be given feedback by moderators and other course participants.

Week 3 Jan 25 - 31 2016)

Photo credit: http://bit.ly/1QOWzqR

Developing tools for researching & data collection

The participants will identify and discuss critical aspects of various types of data collection tools. Next, they will determine the best type of data collection tool(s) for their own AR and create them. During each step in this process, participants will get feedback from the moderators.

Week 4

(Feb 1- 7, 2016)

Photo Credit: http://bit.ly/1HZhk14

Developing innovative ways of analyzing data, writing up, and ways of sharing research findings

This week will be allocated to the discussion of how to practically implement their research plan, education about basic data analysis procedures and ways of sharing research. Because not all participants will be able to conduct their AR in the five short weeks of this session, in Week 4 participants will create their own timeline and goals for implementing their classroom research. They will learn about several ways to analyze data and will decide which analysis procedure(s) will best complement their study. Finally, participants will discuss how to best share their valuable insights with their colleagues.

Week 5 (Feb 8-14, 2016)

Photo Credit: http://bit.ly/1I0rXeN

Reflection for teacher development and looking into the future

The moderators will discuss how classroom research can be written up and disseminated. The participants will catch up with any lingering work and activity for the course. They will finish by sharing the potential impacts of their planned action research and write an account of this experience with reference to classroom implications. The participants will share their productions in the form of research plans -or research itself.

Session Communication Tools

A Wiki for course content: http://bit.ly/1WTxfFd
A Google page for maintaining asynchronous communication: https://plus.google.com/communities/103102128719681927531
Google Hangout for face-to-face synchronous communication and/or WebHeads Virtual Room for webinars.

Sponsors

IATEFL ReSIG

Join this session

The action starts on Jan 10, 2016.

To join this group:

From January 3rd :

Go to: https://plus.google.com/communities/103102128719681927531
Click on "Join this Group".
Wait for your membership approval.

Moderators

Dr. Kenan Dikilitaş	kenandikilitas@gmail.com	Turkey	Kenan Dikilitaş has been a teacher for 19 years and a trainer for the last five years. His teacher training experience primarily includes supporting teacher research for professional development.
Asli Lidice Göktürk Sağlam	aslilidice@gmail.com	Turkey	Asli has been an English teacher in EAP settings for 15 years .She is a doctorate candidate and educational technologies enthusiast. Her research interests include; teacher education, educational technology and testing and assessment. She shares her reflections about teaching in her blog at http://aslisaglam.edublogs.org/ and on Twitter (@aslilidice)
Dr., Mark Wyatt	mark.wyatt@port.ac.uk	UAE	Mark Wyatt is currently an Assistant Professor at the Petroleum Institute, Abu Dhabi, focused on developing research skills. He has a PhD in Education from the University of Leeds and has published approximately 30 articles in international journals. His research interests include teachers' self-efficacy beliefs, knowledge growth, and educational action research.
Nicholas Velde	nickvelde@gmail.com	Japan	Nicholas Velde graduated from Northern Arizona University with an M.A. in TESOL. His teaching experience is predominantly in university settings in the U.S., Turkey, and recently in Japan. He is currently working together with CeAnn Myers as part of a team establishing an English Language Program at Nagasaki University. His professional interests relate predominantly to classroom-based research and learning the ways in which teachers can empower themselves as agents of change in the classroom.
CeAnn Myers	ceann.c.myers@gmail.com	Japan	CeAnn Myers received her MA-TESL from Northern Arizona University and has five years of teaching experience in universities in Japan, Turkey, and the United States. She is currently part of a team establishing an ELP at Nagasaki University and previously coordinated the Action Research Committee at Meliksah University in Turkey. Her current research interests include curriculum and materials development, CLIL, PBI, action research, and teacher training.
Koray Akyazı	korayakyazi@gmail.com	Turkey	Koray Akyazi, from Hertsfordhire, England has been living and working in Izmir. He is currently writing his M.A thesis on teacher research. He has published several teacher research papers with IATEFL and written book chapters for exam preparation and teacher education. His research interests are peer observation and teacher research.
Dr. Judith Hanks	J.I.Hanks@education.leeds.ac.uk	UK	Dr Judith Hanks started teaching English as a foreign language (EFL) in 1987 and has worked in China, Italy, Singapore, and the UK as a teacher, manager and teacher educator. She has worked at the University of Leeds since 2001, first teaching EAP, rising to become a senior manager in the Language Centre, and since January 2013 as a Lecturer in TESOL at the School of Education. Her research interests lie in the areas of teacher education and exploratory practice (a form of practitioner research) and she is particularly interested in working with learners and teachers to explore their practices in language learning and teaching. She is active in the Exploratory Practice group, and is co-author of The Developing Language Learner: an introduction to exploratory practice (Allwright & Hanks, 2009). Most recently she has been working in Turkey to set up a language teacher-research network.