Teacher Action Research in Foreign Language Classrooms: Four Teachers Tell Their Stories

Authors

  • Marjorie Hall Haley George Mason University
  • Allyson Midgely
  • Judy Ortiz
  • Teresa Romano
  • Lisa Ashworth
  • Amanda Seewald George Mason University

Abstract

As a profession language educators are paying more attention to teacher-driven research to help clarify and explain those phenomena occurring in our classrooms. The purpose of this paper is to explore the following question: What happens when teachers apply a teacher action research (TAR) strategy for improving their classroom practice? I will start with a definition and then outline a set of steps for conducting this type of research. Next, the four teachers tell their own stories and share reflections on growth and development. Finally, I posit the importance of this kind of research in making contributions to language teaching and learning inquiry.

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How to Cite

Hall Haley, M., Midgely, A., Ortiz, J., Romano, T., Ashworth, L., & Seewald, A. (2015). Teacher Action Research in Foreign Language Classrooms: Four Teachers Tell Their Stories. Current Issues in Education, 8. Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1606

Issue

Vol. 8 (2005)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.