The long-term effects of action research as a professional developmental strategy

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buir.advisorWalters, JoDee
dc.contributor.authorÖzkan, Öznur
dc.date.accessioned2016-01-08T18:14:29Z
dc.date.available2016-01-08T18:14:29Z
dc.date.issued2011
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2011.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2011.en_US
dc.descriptionIncludes biblioraphical references 111-114.en_US
dc.description.abstractThere is considerable emphasis on teachers’ professional development through action research in the literature. However, the long-term effects of action research as a professional developmental strategy has not been specifically investigated in an English as a foreign language (EFL) context. Taking this gap as an impetus, this study aimed to investigate the long-term effects of action research on teachers’ professional development and instructional practices. The study also aimed to explore how action research is conducted by Turkish EFL instructors and the most effective ways of implementing it. The study was carried out with the participation of eight EFL instructors working at various departments of universities in Turkey. These universities were Bilkent University, Middle East Technical University, Hacettepe University, Anatolian University, and Near East University. The data were collected through semi-structured interviews, and analyzed qualitatively Analysis of data revealed that action research engagement may contribute to teachers’ classroom practice and professional development in the long run and in many ways. The findings also revealed that although the teachers followed a systematic process while conducting action research, they did not always share the findings of their studies, which is considered one of the vital steps of action research processes. Another finding was that individual teacher research is more commonly implemented than other types of action research, collaborative or schoolwide action research. In addition, it was also seen that having the guidance and support of a mentor, colleagues, and administration in a supportive context is considered crucial for the effective implementation of action research. Finally, the findings of the study revealed that the teachers who had advanced degrees appeared to have more positive attitudes towards action research than the teachers who had only BA degrees. In the light of these findings, it can be said that school administrators and teacher training units should seek opportunities to promote the implementation of action research in schools, which would result in better outcomes in teaching practices and student learningen_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:14:29Z (GMT). No. of bitstreams: 1 0005017.pdf: 713291 bytes, checksum: c940607e162b80bc12b71c48462256e3 (MD5)en
dc.description.statementofresponsibilityÖzkan, Öznuren_US
dc.format.extentxiii, 120 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15165
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectaction researchen_US
dc.subjectcollaborative action researchen_US
dc.subjectprofessional developmenten_US
dc.subject.lccPE1068.T8 O95 2011en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkish speakers.en_US
dc.subject.lcshEnglish teachers--Training of--Turkey.en_US
dc.titleThe long-term effects of action research as a professional developmental strategyen_US
dc.typeThesisen_US
thesis.degree.disciplineTeaching English as a Foreign Language
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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