Despite the growing volume of research on ‘teacher research’, little is known about student-teacher research engagement in academically oriented, pre-service English language teacher education (ELTE) programmes. Previous studies have focussed exclusively on student-teacher (ST) research tied to teaching practice (TP). Therefore, almost nothing is known about what forms ST research in ELTE may take prior to TP or when no arrangements are made for TP-related ST research. Reported here is a case study of pre-service STs’ research education (RE) provision at a university in North Cyprus which was delivered as a single, third-year module focussing explicitly on the acquisition of research knowledge and practical skills through a ‘hands-on’ research project. The case study particularly investigates the formally stated, observed and perceived ‘realities’ of RE in the context through official document analysis, key informant interviews, classroom observations and repertory grid (RepGrid) interviews with four STs taking the observed module. The findings of the case study indicate more incongruence than harmony between the RE ‘reality’ domains and the values attributed to RE in general by different stake-holders and participants. The case study, therefore, has important implications for initial, university-based ELTE policy and practice regarding the status, structuring, capacity and delivery of explicitly intended RE provision. The study also highlights the importance of the purpose and meaning of compulsory research engagement being conveyed to the STs when RE is unrelated to TP and, hence, there is no prospect of a ‘teacher research’ project.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:682959 |
| Date | January 2015 |
| Creators | Öztabay, Ceren |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/77832/ |
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