August 2015 Vol. 3 No.8

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Qian X
Gu M

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Original Research Article

On the road to becoming teacher researcher — case studies of EFL school teacher development through collaborative action research

^*1Xiaofang QIAN, ²Narentuya AO and ³Ming GU

¹English Department, Beijing Normal University, Haidian District, Beijing, China, 100875
²School of Education, Capital Normal University, Haidian District, Beijing, China
³Foreign Language Department, China University of Mining and Technology, Haidian District, Beijing

*Corresponding Author’s E-mail: qianxiaofang@bnu.edu.cn
Tel: 86-188-1119-9206

Accepted August 06, 2015

Abstract

The notion of teacher as researcher has been advocated for decades but its actualization is by no means an easy task. An effective teacher education model, such as university and school collaborative research is of great significance for cultivating research-oriented teachers. Reported here is a multiple cases study of five EFL teachers concerning the impact, characteristics and affecting factors of such projects. Data were collected through interviews, research projects and reflections on the three-year action research. The findings suggest that such projects can be effective in promoting teacher’s development as researchers, because they are community-based, participatory, reflective and scaffolded.

Keywords: Action research; Collaborative action research; EFL teachers, Teacher as researchers, Teacher development