Abstract
This article presents the findings of an investigation on the process of carrying out collaborative action research with teachers of English as a foreign language in a newly created graduate program, in a Colombian university. From the analysis of interviews and minutes of meetings with students and advisors, important issues that impinge on the successful development of the research process were found. The difficulties notwithstanding, participants emphasized the benefits of this experience in terms of empowerment and learning.
How to reference this article:
Frodden, C. (1999). Action research in a graduate foreign language teaching program. Íkala. 4 (1-2), pp. 101 – 124
Subject
Linguistics and Language,Education,Language and Linguistics
Reference23 articles.
1. ALTRICHTER, H., POSCH. P. & SOMEKH, B. (1993). Teachers investigate their work. An introduction to the methods of action research. London-New York: Routledge
2. ANDERSON, G. HERR, K. & NIHLEN, A.S. (1994). Studying your own school An educator’s guide to qualitative practitioner research. Thousand Oaks, California: Corwin Press.
3. ASPLAND, T., MACPHERSON, I., PROUDFORD, C. & WHITMORE. L. (1996). Critical collaborative action research as a means of curriculum inquiry and empowerment. Educational Action Research, 4/1, 94-104
4. BELL. J. (1993). Doing your research project. Buckingham: Open University Press.
5. BROWN, R. (1994). The 'big picture' about managing writing. In Zuber-Skerrit, O. & Ryan, Y. (Eds.). Quality in postgraduate education (pp.90-109). London: Kogan Page.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献