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.
|Number of pages||18|
|Publication status||Published - 2007|