Action research in language teacher education
by Christine Thorne and Wang Qiang
In recent years the notion of
reflective teaching in teacher education has come to prominence.
It is believed that trainee teachers should be encouraged to
examine the aims and values of various traditions and methods,
and reflect on their own teaching in the light of the experience
and theoretical knowledge they have accumulated through professional
reading and the teacher education programme. This article focuses
on the implementation and development of a pioneering action
research project in the Sino-British MA in English programme
at Beijing Normal University. The aim of the project is to introduce
the notion of action research into China, to encourage reflective
teaching and classroom research among trainee teachers, and to
act as a bridge between the theories studied during the two-year
programme and the practical realities of the class room.
Taken from ELT Journal Volume 50/3 (July 1996).
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You might be interested to know that the search function on version 2 of the CD-ROM shows that 74 out of the 699 documents included contain the word 'classroom research' and / or 'action research'. These include:
A teacher looks at teacher
diaries by Jo Mc Donough
(Volume 44/1: January 1994)
Data-based teacher development
by Simon Borg
(Volume 52/4: October 1998)
Review of Action Research for Language Teachers
by M.J. Wallace
by Ian McGrath (Volume 54/1: January 2000)