ERIC Number: EJ1445347
Record Type: Journal
Publication Date: 2024-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-0893
EISSN: EISSN-1477-4526
Teaching Preservice Teachers to Do Research: An Action Research Study
ELT Journal, v78 n3 p308-317 2024
This action research (AR) study explored how research instruction was integrated in a sociolinguistics course for preservice language teachers at a US university. Data collected from two research cycles included surveys, student work, students' free-writing, teacher journals, and student interviews. This article focuses on how AR informed the course structure and what preservice teachers gained. Findings suggested that research instruction positively influenced how teacher trainees thought about, felt about, and pursued research (cognitive, affective, and behavioral changes). They also reported gains in knowledge and skills that could be useful for their future career and/or studies. Implications from this study can inform other educators who strive to develop students' research skills in a non-research focused class.
Descriptors: Research Training, Preservice Teachers, Action Research, Linguistics, Language Teachers, Teacher Attitudes, Educational Research, Preservice Teacher Education
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A