Existing initiatives purporting to promote teacher research are often found to be inadequate to encourage EFL teachers to engage in research due to the fact that they impose a top down, expert model approach to research engagement. This study reports on a pioneering programme at Sultan Qaboos University Language Centre in the Sultanate of Oman which has adopted a bottom up, practitioner-based approach to research. Drawing on questionnaire and interview data, the article examines the teachers’ perceptions of their experiences in initiating and carrying out teacher research using this programme. The findings indicate that whilst contextual constraints similar to those cited in the literature remain unyielding, the research support programme has been effective in supporting teachers to initiate and lead their own research studies. This success is discussed in relation to the programme’s basis in a practitioner practice to theory model versus expert theory to practice models of teacher research engagement. As EFL teacher research is increasingly gaining popularity and acceptance worldwide, the study has implications for EFL institutions looking for effective ways to promote teacher research engagement in a collegial way.
|الصفحات (من إلى)||389-404|
|المعرِّفات الرقمية للأشياء|
|حالة النشر||Published - ديسمبر 1 2017|
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