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RESEARCHING IS IMPORTANT!

Some research references:
Allwright and Bailey (1991) discuss both the topics and the methods of classroom research for language teachers.
Nuna and Bailey (2009) explain various data collection and analysis procedures used in language classroom research.
Gass and Mackey (2000) provide step-by-step guidance and clear examples for researchers, including teacher researchers, who with to use stimulated recall.
Samway (1994) gives suggestions for teachers about recording data while they are teaching.
D. Freeman (1998), K. E. Johnson (1999), and Tsui (1995) have all discussed way to investigate language classroom interaction.

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1. Professional Development for Life Long Learning

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1. Professional Development for Life Long Learning

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In order for professional development to influence what matters most—the students—every teacher needs to engage in the learning process so they embrace and model what it means to be a lifelong learner

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2. Design Professional Development That Guides Teacher Learning

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2. Design Professional Development That Guides Teacher Learning

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Professional development needs to be job embedded and carried out in such a way that teachers are generating questions, researching solutions, and collaborating to problem solve and improve their practice.

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Professional development that guides teachers to engage in the learning process will foster a culture where teachers become lifelong learners seeking to improve their craft for the benefit of student learning

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2.1. Foster a Culture of Owning Professional Growth

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2.1. Foster a Culture of Owning Professional Growth

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We want students to know where they are, where they need to be, and what they need to do to get there. When teachers engage in this type of learning for their own growth, they are in a better position to help their students become independent lifelong learners. This approach to learning creates a culture of continuous improvement for everyone.

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- More Elaborate knoledge base
- Integrate and use different kinds of knowledge
- Make sound intuitive judgments based on past experiences
- Investigate and solve a wide range of teaching problems
- Understanding of students and students learning
- Better understanding and use of Language learning strategies
- Learning Context
- Greater Fluidity and automatically in teaching

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Importance of the lifelong learning for professional development by: Lionheart

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Importance of the lifelong learning for professional development by: Lionheart

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Life-Long learning is the learning that is pursued throughout life
Learning to know - mastering learning tools rather than acquisition of structured knowledge.
Learning to do – equipping people for the types of work needed now and in the future including innovation and adaptation of learning to future work environments.
Learning to live together, and with others – peacefully resolving conflict, discovering other people and their cultures, fostering community capability, individual competence and capacity, economic resilience, and social inclusion.
Learning to be – education contributing to a person’s complete development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality.

The European Commission (2001) found that lifelong learning has “Four broad and mutually supporting objectives: personal fulfillment, active citizenship, social inclusion, and employability/adaptability”. In this regard, lifelong learning has life-wide dimensions that transcend narrow economic and vocational aspects.

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- It's seen as preparation for induction into a first teaching position or as preparation to take on a new teaching assignment or responsibility.  It's typically aimed at short-term and immediate goals.
- Training involves:
* Understandig basic concepts and principles and practices in the classroom.
*Trying out new strategies in the classroom.

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Usually does take place in a classrooms, designed and carried out by a teacher.

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Examples of goals from a training perspective:

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Examples of goals from a training perspective:

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PROBLEM:  it had been a long time since the researcher had taught EFL to lower-intermediate learners, particularly to college freshmen.

Why would a busy teacher voluntarily take on a data collection endeavor of this scope?

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Action research is an approach to collecting and interpreting data that involves a clear repeated cycle of procedures; planning, acting, observing, reflecting, and replanning. The researcher begins by planning and action to address a problem, issue, or question in his or her own context.

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What evidence can I collect from the students that shows me whether or not they are learning the intended outcomes?

Do I have the skills and resources I need to respond in a way that will move every student’s learning forward?

If so, what is the best way to implement those skills and resources so my students get what they need? If not, how can I acquire those skills and resources and move my own learning forward so my students get what they need?

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How do these three concepts fit together?

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How do these three concepts fit together?

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To summarize, then, the term classroom research refers to the location and the focus of the study. Teacher research refers to the agents who conduct the study. And action research denotes a particular research method, a codified but flexible set of reiterated procedures that participants use to conduct research in their own setting.

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- It serves a longer-term goal and seeks to facilitate growth of teachers’ understanding of teaching and of themselves as teachers.
- It often involves examining different dimensions of a teacher’s practice as a basis for reflective review and can hence to be seen as “botton-up.”

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Examples of goals from a development perspective:

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Examples of goals from a development perspective:

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All or part of whose data are derived from the observation or measurement of the classroom performance of teachers and students.

Research are concentrated on the inputs to the classroom or on the outputs from the classroom.
INPUTS: The syllabus, the teaching materials
OUTPUTS: Learners achieve scores

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What will the future hold for classroom research, particularly studies conducted by teachers, including those involving the action research approach?
-  To record data during language lessons
-  Online language lessons

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Professional development of university teachers

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Professional development of university teachers

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professional development is about teachers learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students’ growth (Avalos, 2011).
In recent years interest has grown and training to improve the quality of education and, consequently, pedagogical training of university teachers. In this respect, professional development of the university teacher is one of the recent issues in the current context of certain proposals and educational policies.

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Professional development in the context of lifelong learning.

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Professional development in the context of lifelong learning.

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Professional development is taken as meaning development for individuals or groups with like needs identified by them or the institution, is career orientated or personal and is long term. It is a generic term, and similar to O'Neil (1994, p 287) will be used in that context.

Professional development in Higher Education is a way to improve the quality of learning and teaching of the researcher/teacher and develop a culture for lifelong learning. This can be achieved through the recognition of the importance of teaching, the teacher, and attributing the status needed to gain that recognition.

Lifelong learning has to do with the development of a range of interactions between educational institutions and their host communities, in this case researchers/teachers, students and Higher Education establishments. All are, or should be, concerned to develop a learning community, where learning is valued, both for the teacher and the student.

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"This action research project played a major role in helping me to understand the learning issues involved in my class and in developing systematic ways to investigate and address them. As a research method, action research was flexible enough to allow me to change the focus of my investigation from developing and trialing language learning materials and activities to addressing issues of difference and diversity. "( McPherson’s, 1997)

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- Teacher learning as skill learning:  Teacher training involves presenting and modeling the skills and providing opportunities for teachers to master them.
- Teacher learning as a cognitive process:   It encourages teachers to explore their own beliefs and thinking processes and to examine how these influence their classroom practice.
_ Teacher learning as personal construction:  Emphasis on teachers’ individual and personal contributions to learning and to understanding their classrooms, and it uses activities that focus on the development of self-awareness and personal interpretation through such activities as journal writing and self-monitoring.
_ Teacher learning as reflective practice:  Teachers learn from experience through focused reflection on the nature and meaning of teaching experiences.

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-  Three approaches: classroom research, teacher research, and action research.