Research Information System
The Asian EFL Journal Professional Teaching Articles, vol.71, pp.31-56, 2014 (Scopus)
This original research investigates the impact of a facilitated and supported collaborative action research (CAR), particularly drawing upon its use in the development and evaluation of an in-service teacher development programme. Six newly-qualified English language teachers critically examined their instructional practices in relation to current developments in the revised ELT curriculum in teaching English to young learners (TEYLs). From this reflective process, they proceeded to investigate solution to a problem that they identified in their own classroom settings within the framework of the proposed curriculum, and reflect upon their new practices. The study uses a qualitative case study approach to describe the development of these teachers. The analysis of the interviews, weekly collaborative meetings, lesson observation data and the researcher’s field notes suggests that all participant teachers have developed professionally by extending their personal understanding of the implications of the revised curriculum, and produced evidence of instructional change besides experiencing several challenges.