Teacher research for professional development
By D. Atay. 2006
253 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/fcd820789e19b225070cb76add6b7be9da733652
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Sociology and Political Science
Citations in the corpus
- English Language Teachers' Conceptions of Research. (2009, background): “A lack of knowledge was an important factor; Atay (2008) refers to teachers’ concerns about their lack of knowledge about research at the start of a research-oriented in-service course, while Henson (1996) suggests that teachers’ perceived lack of knowledge about research means they have limited con”
- Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey (2012, background): “…and encouraging them to reflect on their current beliefs and behaviors are important factors to induce long-lasting changes in teacher practices (Atay, 2007; Fullan, 1982, 1995, 2001; Hayes, 2000) as these help teachers develop a sense of ownership of the new ideas (Bax, 1997; Wolter, 2000).”
- Language teacher research engagement (2010, background): “…the use of action research in teacher education, while reports of specific initiatives and their impact are provided in a number of other sources (e.g. Brindley 1991; Thorne & Qiang 1996; Crookes & Chandler 2001; Beaven & Borg 2003; McDonough 2006; Reis-Jorge 2007; Atay 2008; Kiely & Davis 2010).”
- Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges (2017, background): “For example, teachers who are engaged in action research have gained confidence in teaching, become knowledgeable on various academic topics, and are motivated to teach (Borg, 2014). They have also broadened and deepened their understanding of their students and their own classroom teaching styles a”