The study in this thesis is a longitudinal case study of a group of overseas teachers involved in research as part of an in-service B.Ed. (Honours) degree in TEFL. It addresses the process of development as teacher-researchers of the group during the course. In terms of outcomes it seeks to investigate the contribution, as perceived by the participants, of involvement in research to their professional development, and the impact of this experienceo n their ways of conceiving of teacher-researcha nd of themselves as reflective, enquiring practitioners. The findings of the study suggest that the adoption of a multi-stranded approach to involvement in research with in-service teachers may be desirable to the extent that it may foster the development of teachers as reflective practitioners, while also providing for their development at an academic level. However, the study also suggests that the particular type of approach to involvement in research undertaken by this group can be problematic, given the difficulties in reconciling the on-going professional development perspective with the certification element. The efforts to include a teacher-researche lement in degreec oursesf or teachersi s not unique to this course, and the conflict between the two aims may be relatively common. The end result is that the approach may require from participants a lot of effort to create a balance between their pedagogical expectations from the course and the criteria of academic certification. The study also provides some empirically-based analytical frameworks which may be of value in attempting to understand what happens when teachers encounter research.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:302097 |
| Date | January 2000 |
| Creators | Reis Jorge, JoseĢ Manuel |
| Publisher | University of Bristol |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hdl.handle.net/1983/1f62155e-3851-495c-a6ed-4fa720299c98 |
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