Opening doors: teachers learning through collaborative research

Gillian Wigglesworth, Denise E. Murray

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    Many scholars have noted the lack of uptake of traditional professional development activities such as conferences, workshops and even pre- service education, especially when an information transmission model of training is used. For more than a decade, research has demonstrated the value of teachers becoming reflective practitioners, with a number of models for such professional growth having been proposed. A model that has been widely accepted in English Language Teaching (ELT) has been teacher research, whether action research or other models where teachers are actively engaged in investigating their own practice. This article reports on a study of the impact on teachers of participating in an Adult Migrant English Programme (AMEP) research project. These teachers grew professionally because they were able to learn from each other and reflect on and change their own practice through collaboration as peers, rather than through experts trying to change them.
    Original languageEnglish
    Pages (from-to)19-36
    Number of pages18
    Issue number1
    Publication statusPublished - 2007

    Bibliographical note

    Publisher version archived with the permission of the Editor, Prospect, Macquarie University, NSW, Australia. This copy is available for individual, non-commercial use. Permission to reprint/republish this version for other uses must be obtained from the publisher.


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