Understanding the Relationship Between Action Research and English Teachers’ Professional Development
Referanslar
Calhoum, E. F. (2002). Action research for school improvement. Educational Leadership, 59(6), 18-27.
Council of Europe (2020), Common european framework of reference for languages: learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg, available at www.coe.int/lang-cefr
Crandall, J. (2001). Keeping up to date as an ESL or EFL professional. In Celce-Murcia, M. (Ed.), Teaching English as a second or foreign language, (pp. 535-552). Boston: Heinle and Heinle.
Ferguson, P. (2011). Action research for professional development: Concise advice for new action researchers. http://www.waikato.ac.nz/tdu/pdf/booklets/24_AR.pdf
Forlin, C. & Nguyet, DT. (2010). A National Strategy for supporting teacher educators to prepare teachers for inclusion, Teacher Education for Inclusion, London: Routledge.
Freeman, D. (2001). Second language teacher education. In Carter, R. & Nunan, D. (Eds.) The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.
Freire, P. (2005). The pedagogy of the oppressed, with an introduction by Donaldo Macedo. 30th Anniversary Edition. Translated by Myra Bergman Ramos, The Continuum International Publishing Group Inc. p.115.
Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.
González, A. (2020). English and English teaching in Colombia: Tensions and possibilities in the expanding circle. In A. Kirkpatrick (Ed.), The Routledge handbook of world Englishes (pp. 371–385). Routledge. https://doi. org/10.4324/9781003128755-24
Macintyre, C. (2000). Action research model, retrieved from: Clark, J. Spencer; Porath, Suzanne; Thiele, Julie; and Jobe, Morgan, "Action Research" (2020). NPPeBooks. 34. Retrieved 09.06.2022, from: https://newprairiepress.org/ebooks/34 p.14
McGinty, M. & Water-Adams, S. (2006). Action research in education. retrieved from http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm.
McNiff, J. (2013). Action research: Principles and practice. London. Routledge.
Özden, Y. (2003). Öğrenme ve öğretme. Ankara: Pegem A Yayıncılık.
Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57(3) 6-11.
Stringer, E. T. (2007). Action research. third Ed. California: Sage Publications Inc.
Underhill, A. (1986). Editorial. Teacher Development Newsletter, 9(4), 1.
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. International Institute for Educational Planning. Paris, 7-70.
Wallace, M. J. (1991).Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Widodo, H. P. & Zacharias, N. T. (2014). Recent issues in English language education: Challenges and directions. Surakarta: Sebelas Maret University Press.
Council of Europe (2020), Common european framework of reference for languages: learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg, available at www.coe.int/lang-cefr
Crandall, J. (2001). Keeping up to date as an ESL or EFL professional. In Celce-Murcia, M. (Ed.), Teaching English as a second or foreign language, (pp. 535-552). Boston: Heinle and Heinle.
Ferguson, P. (2011). Action research for professional development: Concise advice for new action researchers. http://www.waikato.ac.nz/tdu/pdf/booklets/24_AR.pdf
Forlin, C. & Nguyet, DT. (2010). A National Strategy for supporting teacher educators to prepare teachers for inclusion, Teacher Education for Inclusion, London: Routledge.
Freeman, D. (2001). Second language teacher education. In Carter, R. & Nunan, D. (Eds.) The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.
Freire, P. (2005). The pedagogy of the oppressed, with an introduction by Donaldo Macedo. 30th Anniversary Edition. Translated by Myra Bergman Ramos, The Continuum International Publishing Group Inc. p.115.
Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.
González, A. (2020). English and English teaching in Colombia: Tensions and possibilities in the expanding circle. In A. Kirkpatrick (Ed.), The Routledge handbook of world Englishes (pp. 371–385). Routledge. https://doi. org/10.4324/9781003128755-24
Macintyre, C. (2000). Action research model, retrieved from: Clark, J. Spencer; Porath, Suzanne; Thiele, Julie; and Jobe, Morgan, "Action Research" (2020). NPPeBooks. 34. Retrieved 09.06.2022, from: https://newprairiepress.org/ebooks/34 p.14
McGinty, M. & Water-Adams, S. (2006). Action research in education. retrieved from http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm.
McNiff, J. (2013). Action research: Principles and practice. London. Routledge.
Özden, Y. (2003). Öğrenme ve öğretme. Ankara: Pegem A Yayıncılık.
Perkins, D. (1999). The many faces of constructivism. Educational Leadership, 57(3) 6-11.
Stringer, E. T. (2007). Action research. third Ed. California: Sage Publications Inc.
Underhill, A. (1986). Editorial. Teacher Development Newsletter, 9(4), 1.
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. International Institute for Educational Planning. Paris, 7-70.
Wallace, M. J. (1991).Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Widodo, H. P. & Zacharias, N. T. (2014). Recent issues in English language education: Challenges and directions. Surakarta: Sebelas Maret University Press.
Sayfalar
87-94
Gelecek
15 Ocak 2025
Telif Hakkı (c) 2025 Akademisyen Yayınevi Kitap DOI Portalı
