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ֲ Ͳ Ͳ 14 (249) ² ֲ Ͳ Ͳ ԲòͲ 14 (249) ...

-- [ 3 ] --

extend their discourse for discussing teaching (new ways of talking);

validate with a theoretical rationale what they already do (new ways of knowing);

examine their planning and decision-making processes (new ways of thinking) [5, p. 414].

To achieve this education practitioners should be prepared to overcome

the following:

Time this included having to rush to complete the research within a specified time frame (largely the degree related research) and having to put in time during holiday periods. One study, for example, reported that teachers perceived the action research process as time-consuming and overwhelming.

Another highlighted the need for more time for initial training in the new strategies the teachers were to implement as part of the research.

Facilitation and/or external support ranging from too little support to changes in key personnel, facilitators having no knowledge or background in action research, or no expertise in facilitating research.

Research methods and processes this included difficulties with elements of the research process (including defining the research question, writing the literature review, developing a methodology and organising the findings), difficulties with analysing data, for example, calibrating the exact results of observations and having a large volume of data to analyse.

Diverse Foci teachers found it difficult to engage in research if they had to focus their efforts on too many different things at once, such as learning about and implementing a number of new teaching strategies or simultaneously acquiring both content and new Web skills [6, p. 3].

Thus, the institution should provide the following conditions for

engagement in classroom research:

Time for teachers to do research

Resources (including access to research reports or summaries, and funding, where necessary)

Positive attitudes to teacher professional development

An expectation that staff engage in professional development

An awareness of the value of teacher research engagement

An open, trusting culture

A collaborative ethos

Incentives for teachers to be research-engaged

The support of the management for teachers efforts to be researchengaged ³ 14 (249), 2012_______________

A commitment to give teacher research a high profile within the school

A desire to use teacher-generated research evidence for school improvement

Opportunities for staff to be engaged in research

A culture of enquiry

An openness to change

Recognition for teachers attempts to engage in research

A genuine interest in the outcomes of teacher research [5, p. 419] To summarize this brief overview of the institutional specifics for engagement in classroom research, we should emphasise that the success of this research domain depends on three main factors: the educational institution, the teacher, and the project. On the part of the institution providing time, access and high level of facilitation are considered to be the prerequisites for such engagement. We should stress that institutional engagement does not equal imposing some new practices on faculty. Engagement of one part does not presuppose disengagement of the other. It is more about creating an encouraging institutional culture to help teachers make their classroom practices more meaningful both for the teacher and students.

Further investigations of how institutions can provide guidance in developing classroom research practice and exchange of diverse institutional expertise in this domain will be of particular value for planning and implementing institutional strategies in this regard.

References

1. Bell T. R. Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study / Teresa R. Bell. Foreign Language Annals. 2005. Vol. 38., Issue 2. P. 259 270. 2. Borg S.

Introducing Language Teacher Cognition : [ ] / Simon

Borg. 2009. P. 16. :

http://www.education.leeds.ac.uk/research/files/145.pdf. 3. Williams D.

Teachers approaches to finding and using research evidence: An information literacy perspective / D. Williams, L. Coles. Educational Research. 2007. Vol. 49, No. 2. P. 185 206. 4. Hemsley-Brown J. The use of research to improve professional practice: A systematic review of the literature / J.

Hemsley Brown, C. Sharp. Oxford Review of Education. 2003. Vol. 29, Issue 4. P. 449 470. 5. Borg S. Language Teacher Research Engagement /

Simon Borg.// Cambridge University Press. Language Teaching. Vol. 43:

4. 2010. P. 391 429. 6. Bell M. Report of Professional Practitioner Use

of Research Review: Practitioner engagement in and/or with research. :

[ ] / M. Bell, P. Cordingley, C. Isham, R. Davis. Coventry:

CUREE, GTCE, LSIS & NTRP. 2010. P. 1 8. :

http://www.curee-paccts.com/node/2303.

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Burdina S. V. Encouraging classroom research at institutional level This article introduces general as well as particular directions for conducting classroom research. It is pointed out that teachers beliefs and knowledge in relation to teaching can greatly influence classroom practices.

The three most common sources to inspire practitioners to conduct research are informal discussions with colleagues, professional magazines and newspapers, and in-service teacher education. While the obstacles for engaging in classroom research are delineated, the main emphasis is on specifics of institutional support for such research initiatives.

Key words: research engagement, institutional level, teacher, classroom, learning.

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