Micro-research as a strategy in the teaching practice of teachers of foreign languages in training
DOI:
https://doi.org/10.33010/ie_rie_rediech.v11i0.840Keywords:
teaching, training, languages, micro-research, teachers, practiceAbstract
This study reports the results of a research about the use of a teaching strategy named “micro-research”, simple research activities in terms of time consuming, aims, data gathering and analysis, in English as a Foreign Language student teacher program. The research is qualitative; the data source was an open questionnaire aiming to produce a rich description of the research participants, a group of student teachers in the Foreign Language Teaching area. Data was analyzed with the Atlas.ti qualitative data analysis software, giving rise to a list of 31 codes and four categories. Results show that micro-research aids student teachers find teaching problems, improve language teaching, link teaching theory and practice, and prepare a larger research project.
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Ulla, M. B., Barrera, K. I., y Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges. Australian Journal of Teacher Education, 42(11), 52-64.
Wang, Q., y Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative actin research. Language Teaching Research, 18(2), 222-241.
Wyatt, M. (2011). Teachers researching their own practice. ELTJ, 65(4), 417-425.
Yin, R. K. (2009). Case study research. Londres.
Álvarez Esteban, R. (2003). Las preguntas de respueta abierta y cerrada en los cuestionarios. Análisis estadístico de la información. Metodología de Encuestas, 5(1), 45-54.
Anderson, G. L. (2002). Reflecting on research for doctoral students in education. Educational Researcher, 31(7), 22-25.
Atlas.ti Qualitative Data Analysis. Guía rápida. Documento. Revisión 20.
Bilger, N. (2017). Appraisal in preservice teachers’ reflections on microteaching experience. ELT Research Journal, 6(1), 138-153. Recuperado de https://dergipark.org.tr/en/pub/eltrj/issue/28779/308001.
Charmaz, K. (2014). Constructing grounded theory (2a. ed.). Londres: Sage.
Chow, K. C. K., Chu, S. K. W., Tavares, N., y Lee, C. W. Y. (2015). Teachers as researchers: A discovery of their emerging role and impact through a school-university collaborative research. Brock Education Journal, 24(2), 20-39.
Corral, Y. (2010). Diseño de cuestionarios para recolección de datos. Revista Ciencias de la Educación, 20(36), 152-168.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles-Londres-Nueva Delhi-Singapur-Washington DC: SAGE Publications, Inc.
Denzin, N., y Lincoln, Y. S. (eds.) (2012). Manual de investigación cualitativa. España: Gedisa.
Dwright, W. A. (1967). Micro-teaching: A description. Report resumes. Recuperado de https://files.eric.ed.gov/fulltext/ED019224.pdf.
Dwight, W. A., y Arthur, W. E. (1967). Microteaching. Theory in Practice, 7(59), 181-185. Recuperado de https://cte.ku.edu/sites/cte.ku.edu/files/docs/portfolios/thomas/Allen%20and%20Eve%201968%20Microteaching.pdf
Elliott, J. (2007). Reflecting where the action is: The selected works of John Elliott. Londres: Routledge.
Elliott, J. (1991). Action research for educational change. Buckingham: Open University Press.
Eriksson, N., Romar, J. E., y Dyson, B. (2017). The action research story of a student-teacher: Change is not easy and it takes time, effort and critical reflection. International Journal of Action Research, 13(1), 51-74.
Furlong, J., y Salisbury, J. (2005). Best practice research scholarships: An evaluation. Research Papers in Education, 20(1), 45-83.
García Alcaraz, F., Alfaro Espín, A., Hernández Martínez, A., y Molina Alarcón, M. (2006). Diseño de cuestionarios para la recogida de información: metodología y limitaciones. Revista Científica de Medicina Familiar, 1(5), 232-236.
Halai, N. (2011). How teachers become action researchers in Pakistan: Emerging patterns from qualitative meta synthesis. Educational Action Research, 19(2), 201-214.
Hong, C. E., y Lawrence, S. A. (2011). Action research in the teacher education: Classroom inquiry, reflection, and data-driven decision making. Journal of Inquiry and Action in Education, 4(2), 1-17.
Jefferson, R. N. (2014). Action research. Theory and application. New Review of Academic Librarianship, 20(2), 91-116.
Jones, J. (2014). Language teachers as natural researchers of their practice and potential agents of change. Revista de Investigación e Innovación en la clase de idiomas, 24, 47-58.
Kasula, A. (2015). Conducting action research in a practicum: a student teacher’s perspective. The CATESOL Journal, 27(2), 229-237.
Kemmis, S., y McTaggart, R. (1988). The action research planner. Geelong, Australia: Deakin University Press.
Lincoln, Y., y Guba, E. G. (2013). The constructivist credo. Coast Press.
O’Dwyer, B. (2004). The real-life guide to accounting research. Elsevier.
Parson, R. D., y Brown, K. S. (2002). Educator as reflective practitioner and action researcher. Belmont: Wadsworth.
Pesti, C., Gyori, J. G., y Kopp, E. (2018). Student teachers as future researchers: how do Hungarian and Austrian initial teacher education systems address the issue of teachers as researchers? CEPS Journal, 8(3), 35-57.
Sandín, E. M. (2003). Investigación cualitativa en educación. Fundamentos y tradiciones. Madrid.
Sriklaub, K. (2017). How to enhance student teachers’ research self-efficacy through research-based learning. International Journal for Cross-Disciplinary Subjects in Education, 8(4), 3293-3300.
Stake, R. E. (1995). The art of case study research. Sage: Thousand Oaks.
Stenhouse, L. (1981). What counts as research? British Journal of Education Studies, 29(2), 103-114.
Stenhouse, L. (1983). Authority, education and emancipation. Londres: Heinemann.
Ulla, M. B., Barrera, K. I., y Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges. Australian Journal of Teacher Education, 42(11), 52-64.
Wang, Q., y Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative actin research. Language Teaching Research, 18(2), 222-241.
Wyatt, M. (2011). Teachers researching their own practice. ELTJ, 65(4), 417-425.
Yin, R. K. (2009). Case study research. Londres.
Published
2020-05-04
How to Cite
Peralta-Castro, F. (2020). Micro-research as a strategy in the teaching practice of teachers of foreign languages in training. IE Revista De Investigación Educativa De La REDIECH, 11, e840. https://doi.org/10.33010/ie_rie_rediech.v11i0.840
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Copyright (c) 2020 Fernando Peralta-Castro
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