Factors Preventing in-service University English Language Teachers from Becoming Action Researchers in Pakistan

Хасан Сьед

doi:10.17323/jle.2020.9697

Хасан Сьед Университет Суккур ИБА https://orcid.org/0000-0001-9561-0810

DOI: https://doi.org/10.17323/jle.2020.9697

Ключевые слова: исследовательская деятельность преподавателей, преподавание английского языка, высшее образование, педагогическое образование, образовательная политика

Аннотация

Согласно научным данным, исследовательская деятельность позволяет преподавателям решать проблемы своих учебных групп без опоры на научные труды. Несмотря на то, что в последнее время увеличилось количество свидетельств преподавателей иностранных языков о собственной исследовательской деятельности, все еще существует потребность в работах, изучающих отношение университетских преподавателей английского языка к исследовательской деятельности, и факторы, влияющие на их участие в исследовательской деятельности в условиях культурного разнообразия. Цель данного исследования — изучить представления университетских преподавателей английского языка о факторах, которые препятствуют или поощряют их участие в исследовательской деятельности в университетах Пакистана. Данные были получены от пятнадцати преподавателей английского языка из четырех государственных университетов посредством полуструктурированных интервью. Результаты показали, что преподаватели обладают лишь упрощенным представлением об исследовании как виде деятельности, направленном на поиск чего-то нового. Большинство опрошенных признались, что не проводят никаких исследований, а деятельность тех, кто проводит исследования, носит спорадический и несистемный характер. Среди основных факторов, приводящих к невовлеченности преподавателей в исследовательскую деятельность, выделены следующие: академическая культура, отношение руководства, иерархические отношения между старшими и младшими преподавателями, рабочая нагрузка, отсутствие денежных выплат и большие учебные группы. В работе также рассматривается ряд последствий рассматриваемого явления.

Скачивания

Данные скачивания пока не доступны.

Литература

Allison, D., & Carey, J. (2007). What do university language teachers say about language teaching research? TESL Canada Journal, 24(2), 61-81. DOI: https://doi.org/10.18806/tesl.v24i2.139

Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. The Modern Language Journal, 89(3), 353-366. DOI: https://doi.org/10.1111/j.1540-4781.2005.00310.x

Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139-147. DOI: https://doi.org/10.1093/elt/ccl053

Barkhuizen, B., Burns, A., Dikilitaş, K., & Wyatt, M. (2018). Empowering teacher researchers, empowering learners. IATEFL.

Borg, S. (2006). Conditions for teacher research. English Language Forum, 6, 22-27.

Borg, S. (2007). Research engagement in English language teaching. Teaching and Teacher Education, 23, 731-747. DOI: https://doi.org/10.1017/S0261444810000170

Borg, S. (2009). English language teachers' conceptions of research. Applied Linguistics, 30(3), 358-388. DOI: https://doi.org/10.1093/applin/amp007

Borg, S., & Alshumaimeri, Y. (2012). University teacher educators' research engagement: Perspectives from Saudi Arabia. Teaching and Teacher Education, 28, 347-356. DOI: https://doi.org/10.1016/j.tate.2011.10.011

Borg, S., & Sanchez, H. S. (2015). Key issues in doing and supporting language teacher research. In S. Borg, & H. S. Sanchez, International Perspectives on Teacher Research (pp. 1-12). Palgrave Macmillan.

Bughio, F. A. (2013). Improving English language teaching in large classes at.

University level in Pakistan [Unpublished doctoral dissertationб University of Sussex]. http://sro.sussex.ac.uk/45170.

Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74. DOI: https://doi.org/10.1017/S0261444805002661

Christenson, M., Slutsky, R., Bendau, S., Covert, J., Dyer, J., Risko, G., & Johnston, M. (2002). The rocky road of teachers becoming action researchers. Teaching and Teacher Education, 18, 259-272. DOI: https://doi.org/10.1016/S0742-051X(01)00068-3

Cochran-Smith, M., & Lytle, S. L. (1992). Communities for teacher research: Fringe or forefront? American Journal of Education, 100(3), 298-324. https://www.jstor.org/stable/1085491.

Cochran-Smith, M., & Lytle, S. L., (1993). Inside/Outside: Teacher research and knowledge. Teachers College Press.

Cochran-Smith, M., & Lytle, S.L. (1998). Teacher research: The question that persists. International Journal of Leadership in Education: Theory and Practice, 1(1), 19-36.

Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). Sage.

Everton, T., Galton, M., & Pell, T. (2000). Teachers' Perspectives on Educational Research: Knowledge and context. Journal of Education for Teaching: International research and pedagogy, 26(2), 167-182. DOI: https://doi.org/10.1080/02607470050127081

Gao, X., & Chow, A. (2012). Primary school English teachers' research engagement. ELT Journal, 66(2), 224-232. DOI: https://doi.org/10.1093/elt/ccr046

Halai, N. (2011). How teachers become action researchers in Pakistan: Emerging patterns from a qualitative metasynthesis. Educational Action Research, 19(2), 201-214.

Halai, A. (2015). Teacher education continuum: A case for continuing professional development. In A. Rashid, & I. Muzaffar's ‘Educational Crisis and Reform: Perspectives from South Asia' (pp. 347-381). Oxford University Press.

Mackay, J., Birello, M., & Xerri, D. (2018). ELT research in action: Bridging the gap between research and classroom practice. IATEFL.

Kasi, F. (2010). Collaborative action research: An alternative model for EFL for teacher professional development in Pakistan. The Asian EFL Journal Quarterly, 12(3), 98-117.

Khan, S., Shah, S. M., & Khan, T. (2018). An investigation of attitudes towards the research activities of university teachers. Bulletin of Educational Research, 40(1), 215-230.

Khurram, B. A. (2018). Promoting learner engagement in a large university-Level ESL class in Pakistan. In K. Kuchah & F. Shamim's (Eds.), International perspectives on teaching English in difficult circumstances: Contexts, challenges and possibilities' (pp. 73-88). Palgrave Macmillan.

Kirkwood, M., & Christie, D. (2006). The role of teacher research in continuing professional development. British Journal of Educational Studies, 54(4), 429-448. DOI: https://doi.org/10.1111/j.1467-8527.2006.00355.x

Levkina, M. (2018). Teaching pronunciation through tasks: Myth or reality? In J. Mackay, M. Birello, & D. Xerri,'s (Eds.), ELT in Action: Bridging the gap between research and classroom practice (pp. 51-54). IATEFL.

Macaro, E. (2003). Second language teachers as a second language classroom researchers. Language Learning Journal, 27, 43-51. DOI: https://doi.org/10.1080/09571730385200071

Magos, K. (2012). But I cannot do research: action-research and early childhood teachers. A case study from Greece. Teachers and Teaching: Theory and Practice, 18(3), 331-343. DOI: https://doi.org/10.1080/13540602.2012.629839

McDonough, K. (2006). Action research and the professional development of graduate teaching assistants. The Modern Language Journal, 90(1), 33-47. DOI: https://doi.org/10.1111/j.1540-4781.2006.00383.x

Moore, S. (2011). Cambodian English teachers' conceptions of and engagement with research. http://scholar.google.co.uk/scholar?q=Cambodian+English+Teachers%E2%80%99+Conceptions+of+and+Engagement+with&btnG=&hl=en&as_sdt=0%2C5.

Nadeem, M. (2011). Re-searching research culture at higher education. Journal of Research and Reflections in Education, 5(1), 41 -52.

Newby, P. (2010). Research Methods for Education. Pearson Education Limited.

Saglam, A. L. G., & Dikilitas, K. (2019). Stories by teacher researchers in an online research community. IATEFL.

Sanchez, H., & Borg, S. (2015). Teacher research: Looking back and moving forward. In S. Borg & H. S. Sanchez (Eds.), International perspectives on teacher research (pp. 185-193). Palgrave Macmillan.

Sarwar, Z. (2001). Innovations in large classes in Pakistan. TESOL Quarterly, 35(3), 497-500. DOI: https://doi.org/10.2307/3588033

Schapper, J., & Mayson, S. E. (2010). Research-led teaching: Moving from a fractured engagement to a marriage of convenience. Higher Education Research & Development, 29(6), 641-651. DOI: https://doi.org/10.1080/07294360.2010.489236

Shkedi, A. (1998). Teachers' attitudes towards research: A challenge for qualitative researchers. International Journal of Qualitative Studies in Education, 11(4), 559-577. DOI: https://doi.org/10.1080/095183998236467

Slimani-Rolls, A. (2018). Using exploratory practice to develop teacher research. In S. Etherington & M. Daubney's (Eds.), Developing as EFL researcher: Stories from the Field (pp. 29-34). IATEFL.

Suzuki, N. (2018). How do teacher questions affect students' L2 task performance in EFL classrooms? In J. Mackay, M. Birello & D. Xerri,'s (Eds.), ELT in Action: Bridging the gap between research and classroom practice (pp. 55-60). IATEFL.

Taylor, J. (2007). The teaching-research nexus: A model for institutional management. Higher Education, 54(6), 867-884. DOI: https://doi.org/10.1007/s10734-006-9029-1

Tien, F. F. (2000). To what degree does the desire for promotion motivate faculty to perform research? Testing the expectancy theory. Research in Higher Education, 41(6), 723-752. https://doi.org/10.1023/A:1007020721531.

Tuyan, S. E. (2018). On the way to achieve sustainability: An evaluative look at a three-year action research program in an ELT context. In G. Barkhuizen, A. Burns, K. Dikilitaş & M. Wyatt's (Eds.), Empowering teacher researchers, empowering learners (pp. 19-28). IATEFL.

Xie, J. (2015). Learning to do teacher research independently: Challenges and solutions. In S. Borg & H. S. Sanchez's (Eds.), International Perspectives on Teacher Research (pp. 47-56). Palgrave Macmillan.

Worrall, N. (2004). Trying to build a research culture in a school: Trying to find the right questions to ask. Teacher Development, 8(2-3), 137-148. DOI: https://doi.org/10.1080/136645304002000020228

Wyatt, M. (2011). Teachers researching their own practice. ELT Journal, 64(4), 417-425. DOI: https://doi.org/10.1093/elt/ccq074

Аннотация

Скачивания

Литература

Indexing