COD 2020 - KP377

Teachers as Researchers: Researching our teaching practice

Teachers from Kindergarten and Primary school who want to reflect, research, understand, and improve their daily practices

2 sesiones, inicia: 18-Mar

Ficha del curso

Ciclo: 2020
Nivel: Inicial / Primaria
Idioma: Inglés
Estado: Pospuesto
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Mercedes Perez Berbain MA, Mrs. Camila Viña MA
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Colegios Afiliados
No arancelado
Centros de Examen
ARS 2400.00
No afiliados
ARS 2400.00

Sesiones

Sesiones Fechas Inicia Termina
1 18 Marzo 2020 05:30 pm 08:30 pm
2 01 Abril 2020 05:30 pm 08:30 pm

Capacitador/es

Mercedes Perez Berbain

Mercedes Pérez Berbain is an educational consultant and teacher educator. She is a faculty member at Pilgrims Teacher Training (UK) and ESSARP (Argentina), and a reviewer for several international journals. She holds an M.A. in Education with Distinction from Oxford Brookes University, UK. She has written materials for Pearson and OUP, and co-edited for Palgrave Macmillan. Her research interests include leadership in education, inclusion, and young learners.

Camila Viña

Camila Viña is a lecturer in Teaching and Learning at I.E.S Lenguas Vivas “Juan Ramón Fernández” and is English Coordinator at Balmoral College. She holds an MA in Applied Linguistics for English Language Teaching with Distinction from the University of York, UK, and a Postgraduate diploma in Education, Childhood and Pedagogy from FLACSO. She has majored in Teaching and Learning at I.S.P. Joaquín V. González and I.E.S Lenguas Vivas “Juan Ramón Fernández”. She has worked at several bilingual schools where she has taught English to students in Kindergarten and Primary.
Teachers from Kindergarten and Primary school who want to reflect, research, understand, and improve their daily practices
After attending and participating in this course, participants will be better able to:

- Understand the importance of carrying out research inside the classroom to improve their practice.
- Find ways of reflecting upon and analysing their practice by gathering appropriate evidence from their classes.
- Understand how to turn issues into research questions.
- Identify a focus of interest.
- Design, implement and evaluate a research action plan based on exploration of their teaching.
- Demystifying research: What is research? What is the value of research?

- Teacher-research: What does teacher-research look like? How can teacher-research help us improve our practice? How can we turn problems, successes and other issues into research questions? How can reflective practice help us understand our daily practices and decisions? What is the value of exploring and collecting evidence from our classes? Which methods are appropriate to collect the evidence we need? How can we analyse and critically interpret our findings?

- (Exploratory) Action research: How can we tell if new action is needed? What is the value of creating an action plan and an outline based on exploration of our teaching? What are some ways of evaluating and observing the results? Where do we go from there?
This is an experiential workshop which invites participants to become aware of how teacher research works to help them understand, reflect upon, and be in a better position to implement and evaluate changes in our daily practice. There will be plenty of opportunities to discuss, analyse and explore ways of improving and making the most of our teaching. Every participant will have the chance to focus on an aspect of their teaching practice and design an exploratory action plan to implement throughout the year.
- Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language teaching research, 7(2), 113-141.

- Banegas, D. L. (2018). Towards understanding EFL teachers’ conceptions of research: Findings from Argentina. Profile: Issues in Teachers’ Professional Development, 20(1), 57-72. https://doi.org/10.15446/profile.v20n1.61881.

- Bell, J. (2014). Doing your research project: a guide for first- time researchers. Berkshire: McGraw- Hill education Open University Press.

- Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. New York: Routledge.

- Hanks, J. (2015). Language teachers making sense of Exploratory Practice. Language Teaching Research, 19(5), 612-633.

- Harmer, J. (2008). The practice of English Language teaching. London/ New York: Longman.

- Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. New York: Routledge.

- Pollard, A. (2015). Reflective teaching in schools. London: Bloomsbury

- Smith, R., Connelly, T., & Rebolledo, P. (2014). Teacher research as continuing professional development: A project with Chilean secondary school teachers. Innovations in the continuing professional development of English language teachers, 111-129.

- Smith, R., Rebolledo, P., & Edwards, E. (2018). A Handbook for Exploratory Action Research. London: British Council: https://goo. gl/iWDR5m.

- Stenhouse, L. (1983). The relevance of practice to theory. Theory into practice, 22(3), 211-215.
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