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ERIC Number: EJ973941
Record Type: Journal
Publication Date: 2012-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-1175-8708
Emergent Teacher-Researchers: A Reflection on the Challenges Faced when Conducting Research in the English Classroom
Blakemore, Helen
English Teaching: Practice and Critique, v11 n2 p59-69 Jul 2012
The following narrative reflects on the dilemmas and problems faced by inexperienced researchers working within the field of education. Focusing on a research project completed in fulfilment of an MA in Teaching and Learning, the article recounts the decisions made by one emergent researcher and evaluates how far the chosen methods may have helped or hindered the exploration of reader-response theory in terms of its practical application to the teaching of A Level English Literature. In addition, the author highlights the possible benefits and difficulties encountered when applying the findings of small-scale studies to the teaching of English. Lastly, the article reemphasises the validity of action research projects and suggests the importance of maintaining a tradition of teacher-researchers in the secondary English classroom.
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zambia