Language teacher research engagement

By S. Borg. Language Teaching, 2010

358 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4f64472d6d4769583a08be4f1a91d538a3d4af99

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Research into practice: Grammar learning and teaching (2015, positive): “In my opinion, perhaps the most important contribution of research to practice is to challenge teachers to think differently, to experiment with new practices, and to help them make the tacit explicit by cultivating new ways of talking about their practice (Borg 2010; Pedrazzini & Nava 2012).”
The Transformative Power of Narrative in Second Language Teacher Education (2011, background): “Due to space constraints, we have selected only a few examples here to illustrate, and we refer readers to more exhaustive summaries of practitioner research that provide evidence of teacher narratives being made public (Burns, 2009; Borg, 2010).”
Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning (2013, methodology): “The CAR-CLIL project gave us the opportunity to renew the EFL curriculum at an institutional level (Burns 2005; Altrichter and Posch 2009) as we teachers identified ourselves as reflective–reflexive creators of knowledge from/for our context (Borg 2010; Goodnough 2010).”
Teacher beliefs about listening in a foreign language (2014, background): “Developing understanding of these principles is however an important first step, which in itself can help teachers, in the words of Borg (2010) “make deeper sense of their work” and find “new ways of seeing” (p. 414), an important precursor to any change in practices.”
Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction (2014, background): “The first are those that conceptualize, advocate or criticize teacher research (Borg, 2010; Zeichner, 2003), which can be described as a way of promoting social change, making collaborative enquiries within the community, and developing teachers’ practical knowledge (Cochran-Smith & Lytle, 1999).”