Books and Articles about Practitioner Research

Teacher-research in general

Anwaruddin, S. M., & Pervin, N. (2015). English-language teachers’ engagement with research: Findings from Bangladesh. Professional Development in Education, 41(1), 21-39.

Banegas, D.L., Pavese, A., Velázquez, A., & Vélez, S.M. (2013). Teacher professional development through collaborative action research: Impact on foreign English language teaching and learning. Educational Action Research, 21(2), 185 – 201.

Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 355-388.

Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391-429.

Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge, uk: Cambridge University Press.

Borg, S., & Liu, Y. (2013). Chinese college English teachers’ research engagement. tesol Quarterly, 47(2), 270-299.

Borg, S., & Sanchez, H. S. (Eds.). (2015a). International perspectives on teacher research. Basingstoke, uk: Palgrave Macmillan.

Dikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: Peer and mentor roles. elt Journal,70(4), 371-381.

Dirección Nacional de Formación e Investigación. (2013). Función de investigación en la formación docente: marcos normativos vigentes [Role of research in teacher development: current policies]. Buenos Aires, ar: Instituto Nacional de Formación Docente.

Freeman, D. (1998). Doing teacher research. Boston, MA: Heinle and Heinle.

Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: Falmer.

Nunan, D. (1989). The teacher as researcher. In Brumfit, C. & Mitchell, R. (eds.), Research in the language classroom (ELT Documents 133). London: Modern English Publications & The British Council, 16–32.

Roux, R., & Mendoza Valladares, J. L. (2014). Professional development of Mexican secondary efl teachers: Views and willingness to engage in classroom research. English Language Teaching, 7(9), 21-27.

Smith, R., Connolly, T., & Rebolledo, P. (2014). Teacher research as continuing professional development: A project with Chilean secondary school teachers. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers. (pp. 111-129). London: British Council.

Wyatt, M., & Dikilitaş, K. (2015). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570.

Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university efl teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259.

Yayli, D. (2012). A hands-on experience of English language teachers as researchers. Teacher Development: An International Journal of Teachers’ Professional Development, 16(2), 255-271.

Yuan, R., Sun, P., & Teng, L. (2016). Understanding language teachers’ motivations towards research. Tesol Quarterly, 50(1), 220-234.

 

Action research

Altrichter, H., Posch, P. and Somekh, B. 1993. Teachers Investigate Their Work: An Introduction to the Methods of Action Research. London: Routledge.

Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.

Burns, A. 2010. Doing Action Research in Language Teaching: A Guide for Practitioners. New York: Routledge.

Burns, A., Westmacott, A., & Hidalgo Ferrer, A. (2016). Initiating an action research programme for university efl teachers: Early experiences and responses. Iranian Journal of Language Teaching Research, 4(3), 55-73.

Dikilitaş, K., & Griffiths, C. (2017). Developing language teacher autonomy through action research. Basingstoke, uk: Palgrave Macmillan.

Edge, J. 2001. Action Research. Alexandria, Va: TESOL.

Edwards, E., & Burns, A. (2015). Action research to support teachers’ classroom materials development. Innovation in Language Learning and Teaching, 10(2), 106-120.

Edwards, E., & Burns, A. (2016a). Language teacher-researcher identity negotiation: An ecological perspective. tesol Quarterly, 50(3), 735-745.

Edwards, E., & Burns, A. (2016b). Language teacher action research: Achieving sustainability. elt Journal, 70(1) 6-15.

Tinker Sachs, G. 2000. Teacher and researcher autonomy in action research. Prospect: A Journal of Australian TESOL 15.3, 35–51.

Villacañas de Castro, L. S. (2014). Meta-action research with preservice teachers: A case study. Educational Action Research, 22(4), 534-551.

Wallace, M.J. 1998. Action Research for Language Teachers. Cambridge: Cambridge University Press.

Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative action research. Language Teaching Research, 18(2), 222-241.

 

Exploratory practice

Allwright, D. (2001). Learning (and teaching) as well as you know how: Why is it so very difficult? Available from Lancaster University as CRILE Working
Paper 40.

Allwright, D. (2003). Exploratory Practice: rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–14.

Allwright, D. (2004). Developing principles for practitioner research: the case of exploratory practice. Paper presented for AAAL colloquium, Portland,
Oregon, May 2004.

Allwright, D. and Hanks, J. 2009. The Developing Language Learner: An Introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.

Hanks, J. (2017). Exploratory practice in language teaching: Puzzling about principles and practices. Basingstoke, uk: Palgrave Macmillan.

Perpignan, H. (2003). Exploring the written feedback dialogue: a research, learning and teaching practice, Language Teaching Research 7(2), 259–78.