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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 53:3 (2018) ► pp.201–221

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Roles of action research in the professional development of Chinese language teachers

A case study

 | United States Naval Academy
Published online: 26 April 2019
DOI logo with link
https://doi.org/10.1075/csl.17022.yua
Abstract
This study examined the roles of action research in the professional development of Chinese language teachers. Participants were a group of Chinese teachers enrolled in a teacher training course. In light of theories and research, participants were guided to reflect on their own teaching beliefs and practice and design a research project about their own teaching. Using a descriptive-explorative design, this study elicited data from multiple sources, including students’ pre-course survey, professional journals, reflective essays, project reports, group interviews, email exchanges with the instructor, and instructor’s field notes. Three categories emerged from the data analysis that reflected students’ gains from the process: a broader conception of research on language teaching and learning, a more sophisticated understanding of foreign language teaching in general and their own teaching in particular, and a learning process of how to be a teacher-researcher. Contributing and impeding factors are discussed and values of teacher research are suggested.
摘要
本案例研究以某一汉语教师培训项目研究课程为背景平台，旨在探索自我反思式行动研究对中文教师专业发展的影响。参加者为一组在职汉语教师。通过阅读、讨论第二语言教学理论及相关课堂研究，参加者对自我教学理念及实践进行系统反思，并在此基础上设计一项行动研究计划，部分参加者在课程结束后的第二年实施完成了所研究计划。本研究描述记载了参加者在这一过程中的专业发展进程，发现他们对语言教学理论及研究有了更宽泛的认识，对外语教学特别是自我教学有了更深入的理解，并掌握了一定的研究技巧，为作为教师-研究者打下了一定基础。本研究属描述探索式研究，资料来自于课程参加者的课堂日记、教学反思论文、项目完成情况、与教师的个别访谈、短信来往及教师田野记录。基于资料分析结果，本文总结讨论了教师行动研究对其专业提高的作用及这一过程中可能出现的问题，并为汉语教师培训提出了相应建议。
Article outline
  • Introduction
  • Literature review
    • Teachers’ beliefs and classroom practice
    • Reflection, research, and professional development
  • Method
    • The context of the study
    • Participants
    • Data collection
    • Data coding and analysis
  • Findings
    • Adopting broad perceptions about L2 theory and research
    • Reflections on teaching in light of theory and research
    • The learning process to become teacher-researchers
  • Discussions and implications
    • Gains through doing research
    • Possible impeding factors
  • Concluding remarks
  • References
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