COD 2019 - G1024

From Teacher to Researcher: how to turn your teaching into your own research

General public willing to start their own research project. Heads who are interested in setting up Action Research projects at school. Teachers who have started their own professional development

2 sessions, start: 02-Jul

Course detail

Year: 2019
Level: General
Language: English
Status: Postponed
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Laura Elina Renart MA
Print course
ESSARP Schools
Free of charge
Exams Schools
ARS 1600.00
Non affiliate
ARS 1600.00

Sessions

Sessions Dates Start Finish
1 02 July 2019 05:30 pm 08:30 pm
2 16 July 2019 05:30 pm 08:30 pm

Facilitator/s

Laura Elina Renart

Laura Renart holds an MA in Education and Professional Development from the University of East Anglia, UK. She is a tutor at Universidad Nacional de Quilmes, Universidad Nacional del Litoral and a teacher trainer at Instituto Superior del Profesorado Dr Sáenz. Laura has presented extensively at conferences and has trained teachers locally and in UK, Ireland, Uruguay, Colombia and China with NILE (www.nile-elt.com) and the British Council. With NILE, Laura is a MAPDLE (MA in Professional Development for Language Education) tutor and has also been part of the research team for "English Teaching in the Early Years" in Peru. Her main interests have to do with bilingual and multilingual education in the local context.
General public willing to start their own research project. Heads who are interested in setting up Action Research projects at school. Teachers who have started their own professional development
Traditionally teachers have been reluctant to keep records of their successful (or un-) teaching to be able in turn to reflect upon or to share their experiences with heads and staff. However, when teachers start thinking of their professional development they go for ‘licenciaturas’ or MA programmes that face them with a need to start experiencing research. How can Action Research help me improve my teaching? How can I keep record of my teaching? How can I gather data in my own classroom?


- To familiarise teachers with the theory and practice of research in an educational environment.
- To apply the theory presented on practical tasks.
- To consolidate understanding of key issues in classroom research and design.
- To familiarise teachers with reasons and tools for evaluating possible research projects and encourage critical thinking.
- To review what has been looked at in the sessions.
What makes a teacher become a researcher: theories and projects
b) Action Research and classroom research.
c) Data gathering tools: fieldwork, interviews, observations, surveys, recordings and many others.
d) How to set up an Action Research project: which is your "source of irritation"?
e) Giving shape to your research paper: evaluation, data, referencing, publication.
f) Reflection on experience
interactive development through the presentation of case studies, practical activities and reflection.
Association for Supervision and Curriculum Development (2000)
http://www.ascd.org/publications/books/100047/chapters/What-Is-Action
-Research%C2%A2.aspx
AVERY, C.S. (1990), “Learning to Research/ Researching to Learn”, en: M.OLSON (ed) Opening the Door to Classroom Research, IRA, Newark, Delaware, pp. 32- 44.
BANEGAS, D. L. (2018) "Towards Understanding EFL teachers`conception of research: Findings from Argentina. Profile: Issues in tEachers`Professional development, 20(1), 57-72
Leslie, C (2014) “Action Research in the Language Classroom: Motivating Teenage Learners” athttp://www.fcsh.unl.pt/docentes/cceia/images/stories/PDF/tefl3/c_leslie.pdf (last retrieved 18/4/19)
SANTA, C. (1990), “Teaching as Research”, en: M.OLSON (ed), Opening the Door to Classroom Research, IRA, Newark, Delaware, pp. 64- 76.
SELIGER, H.W. and E. SHOHAMY (1995), Second Language Research Methods, 1ª. Ed. 1989,
OUP, Oxford, pp.2 –42, 113- 114.
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