ERIC Number: EJ1247510
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-0792
EISSN: N/A
Transforming Critical and Participative Teacher Research into Communicative Action: A Possible Direction for Teacher Professional Learning
Kondo, Tamiko
Educational Action Research, v28 n2 p159-174 2020
This paper is an account of how a group of Japanese English language teachers, who questioned current teacher professional education and English language education reforms, learnt to challenge the dominant discourse and find ways of conducting more democratic teacher professional education. It describes how those teachers, including the author, generated a collective theory on communicative competence through the process of their inquiry. It explains how they came to appreciate the action research methodology used for this study, grounded in reflective practice, which in turn helped to develop the author's understanding of second person action research. It also tells how the teachers learnt to take the initiative in communicating the thinking which informed their practices to others and began to engage in 'communicative action.' As a result of these outcomes, the paper suggests a potential new form of teacher professional learning aimed towards more democratic relationships between participants. It is hoped that the implications of the research findings could contribute to broader discussions about policy pertaining to teacher professional development.
Descriptors: Action Research, Faculty Development, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Educational Policy, Foreign Countries, Educational Change, Teacher Attitudes, Teaching Methods, Communicative Competence (Languages), Language Tests, Language Proficiency, Empathy, Creativity, Self Efficacy
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A