A Case Study Of Experienced High School EFL Teachers' Improving Research Ability

The cultivation of high school experienced EFL teachers has great impact on English education in China,which has also gained support from the government.The present study situated in a teacher training program for experienced teachers,involving various activities such as conducting action research,writing research report and having research lessons.However,limited research attention has been given to experienced teachers,especially their learning of conducting action research.Taking a longitudinal qualitative case study approach,this study investigated three female experienced EFL teachers.Multiple sources of data were collected,including observations,semi-structured interviews,research reports and reflective journals during the two-year training.This study mainly focused on three critical events:proposal,midterm and final defense meetings.In particular,this study examined the interaction and negotiation between the defense committee and the participant,and the factors promoting the action research.Besides,this research explored the changing beliefs regarding teaching research and related causes.Four major findings emerged from data analyses.First,the participants gained their growth in doing research in terms of selecting proper research topic and methods,integrating action research and teaching practices,overcoming emotional breakdown,viewing the process and result of research positively,and gaining confidence in career.Second,the existing experience of teaching and research might hinder the participants'learning.Third,the teacher learning community could facilitate the process of teacher learning.Forth,social factors outside the community such as school and district demand of research were found to have impact on their learning.The study has important implications regarding how to promote experienced teachers' learning through doing action research.