Teachers doing classroom-based research: overview and practical possibilities
This paper presents a practical approach for language teachers to do small-scale
classroom research as a way of developing understandings of themselves and their
practice, potentially leading to re-designing of their activity. The approach draws on the
traditions of reflective practice, which initiates the inquiry into the classroom life by the
action research medium, as well as on more innovative heuristic tools for fostering
teachers’ serendipity. The latter suggests focusing on the teachers’ emotions.
This paper presents ongoing research into teachers' responses to the push towards greater technology use in a Russian Higher Educational. It discusses the state of the art in the language teacher development in the country. It is argued that traditional reflection based teacher development frameworks such as Action Research or Cooperative Development require thorough consideration before implementing in Russia top down due to historically shaped ‘one size fits all’ language teaching methodology and Soviet authoritarian ideology, which inevitably influence teaching practice. I propose an alternative, a bottom up strategy with the aim of understanding how the concept of perezhivanie can be used as a heuristic tool in the complex settings such as the technologically enhanced language classroom. ‘Capturing’ teachers’ perezhivanie provides insights into teacher responses to top-down initiatives and offers directions how to dialogically shape those responses. I suggest that perezhivanie has a formative power on teachers and therefore can be used in teacher education, training and development programmes.
This article explores teachers’ perezhivanie when integrating technology as revealed in the narrative data
from a Russian Higher Education TEFL context. Unlike earlier studies in the teacher development field,
where teacher cognition and teacher emotions tended to be separated in the literature focusing on
problem solving, here the focus is on their dialectical relationship and unity in the notion of perezhivanie.
Using the conceptual framework based on Vygotsky’s (1994) and Vasiluyk’s (1991) work, I deductively
analyse audio-recorded data from two in-depth open-ended interviews with ten teachers, and then reveal
two notional forms of perezhivanie: experiencing and reflection. The results suggest that perezhivanie
can be used as a heuristic tool for scaffolding teacher training and development.
EJALTEFL (European Journal of Applied Linguistics and TEFL) http://theeuropeanjournal.eu/
The article discusses the issue of assessment of learning outcomes in the context of competence-based higher education, which calls for novel approaches to systematic professional development of in-service teachers. To build competence in assessment among the teaching community in academia, novel methodological approaches are proposed to in-service teachers’ professional development in the area of assessing competence-based learning outcomes through facilitating change in teachers’ attitudes to assessment as an integral part of the educational process. Axiology-based approach and a four-stage conscious competence learning model are proposed as a methodological basis for teacher professional development in the area of university students’ learning outcomes assessment. As a result, an innovative model of professional development programme for continuous education institutions of professional teachers’ development is offered, which is aimed at developing the conscious competence in assessment of students’ competence-based learning outcomes. As a teacher development pathway to form the competence in assessment within the framework of continuous education, a four-level scale of the competence acquisition is used, namely “unconscious incompetence – conscious incompetence – conscious competence – unconscious competence” with emphasis laid on achieving the level of conscious competence. The axiological approach employed emphasizes changing the teachers’ attitude in assessment from measuring the learning outcomes achieved by the students to scaffolding the process of their achievement. The approach developed is suggested for use in institutions of continuous education for professional development of in-service university teachers of various specialisms.
This is a study of teachers' responses to the push towards greater technology use in a Russian Higher Education context viewed through the Russian notion of perezhivanie and, taken more broadly, of why and how the teachers make decisions and act the way they do. Unlike earlier work in the teacher development field, where predominantly cognition served thinking and decision making processes, here the focus is on a unity of emotion, cognition, and context in the notion of perezhivanie. I define perezhivanie as a given psychological phenomenon of ‘cognitive and emotional reciprocal processing of previous and new experience’ (Golombek & Doran, 2014:104). Perezhivanie is close to reflection, but more related to the teacher’s feelings, and this study is motivated by the possible developmental potential of perezhivanie. Using audio data from two in-depth qualitative interviews with each of ten university language teachers about their experience with technology, I first explored contextual complexities the participants identified, and then the participants’ perezhivanie related to these complexities. I analysed the data, using techniques of thematic textual analysis and structural analysis of the narrative parts of the participants’ accounts. The findings show that the teachers responded to complexities of technology integration in various ways. A broad pattern emerged, however, when teachers were prevented from fulfilling their motives, due to the complexities that appeared. The teachers initially experienced frustration, denial, and various other emotions. After that, they passed through a stage of acceptance, and started to engage with the problem more cognitively, and this induced sense-making and, therefore, moving forward. My second finding has brought to the surface that perezhivanie, following Vasilyuk (1991), exists in three forms, which are perezhivanie-experiencing, perezhivanie-apprehension, and perezhivanie-reflection, and I discuss how these forms of perezhivanie work across the above described periods of difficulty. Finally, the thesis discusses how perezhivanie is complex and has a multileveled structure, but with clear potential for understanding teacher development.
Using Action Research to explore Web 2.0 possibilities with Russian teachers of English