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PART 1 PERSPECTIVES ON TEACHER RESEARCH
Introduction to Part 1 3
Chapter 1 Introduction to teacher research (TR)
Introduction 5
1.1 Why do teacher research? 6
1.2 Four principles 8
1.3 The ENTITY question: Am I a teacher? Am I a researcher? 15
1.4 Four examples of Teacher Research 18
1.5 Summary 41
1.6 Further reading 42
Chapter 2 Research
Introduction 44
2.1 Two kinds of research 45
2.2 Scientific research 48
. Researching dynamic systems 53
2.4 Practitioner research 57
2.5 Summary 65
2.6 Further reading 66
Chapter 3 Teaching
Introduction: starting with teaching 69
3.1 A teacher workshop 70
3.2 Teaching methods 79
3.3 Post-method teaching 83
3.4 Teaching as relationship management – the craft of teaching 86
3.5 Summary 90
3.6 Further reading 91
Chapter 4 The contexts of teacher research
Introduction 93
4.1 Analysing the contexts of teaching and research 94
4.2 Benefits to the institution 99
4.3 Benefits for teachers 102
4.4 Teacher research policy 104
4.5 Teachers supporting institutions 106
4.6 Summary 107
4.7 Further reading 107
Chapter 5 From teaching to researching – some trajectories
Introduction 109
5.1 Reflection 110
5.2 Formal study for quaictions 114
5.3 Local collaborative activity 120
5.4 Dissemination of teacher research findings 1
5.5 Summary 127
5.6 Further reading 128
Chapter 6 Teacher research and language teachers’ professional development
Introduction 130
6.1 Aims of the InSITE project 131
6.2 Rationale for InSITE 132
6.3 The CPD programme 134
6.4 Motivation of teachers 135
6.5 The episodes 138
6.6 Evaluation and discussion 141
6.7 Ongoing development of the CPD programme 144
6.8 Summary 148
6.9 Further reading 149
Chapter 7 Academic journal paper
Language learning opportunities and their location in learning
relationships and in messy class
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