Martyn Clarke has worked in ELT classrooms as a teacher and trainer for over twenty years and in more than fifteen countries. He has taught English at all levels and in many contexts from one-to-one in financial institutions to rural schools with classes of eighty students.
A classic model of teacher development involves learning about the latest ideas on our practice, and applying them to our classrooms.
Action Research takes the opposite approach. In this process we find out what happens in our own classrooms so that we can understand them better and so make better-informed teaching decisions. In other words, the teacher carries out the research, and if necessary as a result of what they find out, identifies possible strategies to engage with the reality.
It is different from scientific research. It doesn’t try to come to universally applicable conclusions or models of action. If you conduct an action…
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