Renovation Of Teacher's Role In Action Research

In college English teaching, various approaches or methods are proposed and implemented during the recent years. However, we have achieved little. In fact, if we want to improve the quality of education at all levels, we must begin with the teacher. It is without doubt that the teacher is the determining factor in the teaching practice, whose role affects the efficiency of teaching and the results of learning directly.Under the present educational reform backgrounds, college English teachers are expected to re-examine their roles, shift their mind-sets from the traditional passive position of acceptors of educational theory to creator of their own local teaching theories. Action research as a vehicle for teacher development from the inside, receives an increasing concern. By carrying out action research, teachers reflect on their daily teaching practice, identify a problem and draw up a plan of solution, testify the plan, finally generalize their teaching experience and thus come to authentic understanding of the relevant theory. During the process, teachers accumulate their own professional skills and shift their roles academically.Action research has been a popular teaching concept for decades in the west, up to now, its influence is world wide, and has spread to virtually all areas where personal and professional learning is undertaken. However, it is a relatively new concept in China until the publication of an introductory book by Professor Wang Qiang who is an active initiator of action research in Chinese EFT field. Since her action research courses for postgraduate students in Beijing Normal University and the introductory book published, action research in Chinese EFT field has obtained increasing concern and attention.In light of this understanding, the author decided to explore tentatively the feasibility of incorporating action research into college English teaching by checking and adjusting her teaching practice in the hope of realizing the set goal. The author experienced two rounds of actions and finally came to a deeper understanding of her varying roles as a teacher. It is hoped that more College English teachers should come to understand action research and take part in it, and thus develop as thinking, questioning, and reflective practitioners.