Classroom Action Research: Teacher as Researcher in Professional Development  

Oleh:

Drajati, Nur Arifah

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 1-8.
Topik: Classroom Action Research; collaborative work; teacherresearcher; supervisor; university mentor
Fulltext: hal 1.pdf (10.99MB)

Isi artikel

Classroom action research gives chance and assets for teachers for developing personal and environment. They monitor and improve their own teaching consciously with the goal of students’ success. In conducting classroom action research, teachers face some problems. Within the teaching profession, there often seems to be critical gap between theory and practice. The gap maybe something teacher has been dissatisfied with, or it could be a teaching innovation to revitalize life in the classroom. The study specifically examine the challenges and benefits of teacher as researcher in classroom action research in collaborative work with supervisor and university mentor. A total of 10 teachers volunteered to participate in this study. Drawing on the teaching comments, discussion, and interview, the study proposes negotiating strategies in classroom action research and the roles of teacher as researcher.

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