Action Research is a cycle that should become a part of the day-by day teaching/learning process. It is a procedure that presupposes the language teacher’s different attitude as regards their relationship to research and language theories, as well as their traditional dependence on the latest recipes for successful teaching formulated by the most acclaimed “gurus”. Action Research, on the other hand, promotes the figure of what I have called the “thinking teacher”, someone who reflects on their experience and who theorises practice. In other words, the systematic observation and reflection on what doesn’t seem to work with the class should lead to the articulation of new ideas and plans that will hopefully improve the situation. Obviously, once these new ideas and plans have been implemented, the Action Research cycle starts again, to check the results and then plan further actions. In short, the essence of the Action Research cycle can be well represented by the language teacher asking themselves a crucial question and looking for the answer that better suits their class: “Here is an attempt to make things better. What can we learn from it?” As long as Action Research proves to be an effective learning tool, it perfectly suits the school curriculum.
(2007). E.Grazzi, An interview with Julian Edge, TESOL-Italy Newsletter, Vol. XVII, No. 1, January-February 2007.
E.Grazzi, An interview with Julian Edge, TESOL-Italy Newsletter, Vol. XVII, No. 1, January-February 2007
-
2007-01-01
Abstract
Action Research is a cycle that should become a part of the day-by day teaching/learning process. It is a procedure that presupposes the language teacher’s different attitude as regards their relationship to research and language theories, as well as their traditional dependence on the latest recipes for successful teaching formulated by the most acclaimed “gurus”. Action Research, on the other hand, promotes the figure of what I have called the “thinking teacher”, someone who reflects on their experience and who theorises practice. In other words, the systematic observation and reflection on what doesn’t seem to work with the class should lead to the articulation of new ideas and plans that will hopefully improve the situation. Obviously, once these new ideas and plans have been implemented, the Action Research cycle starts again, to check the results and then plan further actions. In short, the essence of the Action Research cycle can be well represented by the language teacher asking themselves a crucial question and looking for the answer that better suits their class: “Here is an attempt to make things better. What can we learn from it?” As long as Action Research proves to be an effective learning tool, it perfectly suits the school curriculum.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
