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Key Issues in Doing and Supporting Language Teacher Research

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International Perspectives on Teacher Research

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter identifies and discusses key issues in the contemporary literature on teacher research in language teaching and our purpose here is to outline the broader theoretical framework within which the individual chapters which follow are situated. Teacher research in education generally has a long history (see, for example, Noffke 2002; Olson 1990) and is characterized by a substantial body of literature; we will not attempt to provide a comprehensive analysis of this here but rather our focus will be on selected salient themes. After dealing with definitional matters we focus on methodological and practical issues in the conduct of teacher research. We then consider teacher research from the perspective of those who facilitate it, and outline some observations on both the benefits of teacher research and criticisms of it. We conclude with a brief overview of the structure of the book.

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Authors
  1. Simon Borg
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  2. Hugo Santiago Sanchez
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Editor information

Editors and Affiliations

  1. ELT Consultant, UK

    Simon Borg

  2. University of Bath, UK

    Hugo Santiago Sanchez

Copyright information

© 2015 Simon Borg and Hugo Santiago Sanchez

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Borg, S., Sanchez, H.S. (2015). Key Issues in Doing and Supporting Language Teacher Research. In: Borg, S., Sanchez, H.S. (eds) International Perspectives on Teacher Research. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137376220_1

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