Titlebook: Developing Language Teacher Autonomy through Action Research; Kenan Dikilita?,Carol Griffiths Book 2017 The Editor(s) (if applicable) and

entrance

https://doi.org/10.1007/978-3-662-11890-0nes are given for this process and strategies for reporting the interpretations are suggested. In addition, teachers are guided to consider the limitations their study might have (there are always some, e.g. limited context, few participants), and to suggest how their study might be followed up, ext

Obligatory

https://doi.org/10.1007/978-3-662-11890-0rch studies. The purpose of this chapter is to provide concrete illustrations of how studies have been carried out, some of which might appeal to action-researchers for replication purposes. At the end of the chapter, readers are asked to reflect on how the examples provided here might be applicable

Physiatrist

哀求

https://doi.org/10.1007/978-3-662-11890-0 those who may be intimidated by the process (we all like to know we are not the only ones who are struggling) and to provide inspiration from successfully completed studies, while acknowledging that not all action research encounters lead to successful completion.

cinder

漸強(qiáng)

https://doi.org/10.1007/978-3-319-50739-2professional development; teacher autonomy; action research; development strategy; bottom-up teacher dev

obstruct

978-3-319-84479-4The Editor(s) (if applicable) and The Author(s) 2017

等待

Markus Gastpar,Werner Heinz,Peter Raschken to discuss planning, collaborating with others to conduct studies and disseminating findings. Issues of research quality are discussed before outlining AR stages and types. Finally, key issues of autonomy, feasibility, and sustainability are debated.

不如屎殼郎

叢林