Teachers′ Professional Development.docVIP

Teachers Professional Development: Partnerships in Research Abstract This study describes the design and results of a descriptive and explorative case study into the development of professional knowledge by pre- and inservice teachers through collaborative research in an English as a Foreign Language (EFL) setting. Studies have shown that teacher research has a profound effect on those who have done it, in some cases transforming classrooms and schools. It has been found to facilitate teachers critical thought, boost teachers self-esteem, and increase their awareness of students needs. Yet, it has been observed that neither pre- nor in-service teachers of English can do much research in Turkey. The main reason is that pre-service teachers generally cannot get permission from schools for research, and in-service teachers do not have sufficient time and training to conduct research. Thus, the impetus for this study came from the belief that if pre- and in-service teachers are encouraged to collaborate for research, both parties will benefit. Ten pre-service and ten in-service teachers participated in this study. After being provided with relevant theoretical knowledge on research, they collaborated and conducted their research in in-service teachers classes. It was found that participating in collaborative action research gave teachers from both groups a framework for systematically observing, evaluating, and reflecting on their L2 teaching practices. They also gained an understanding of the importance of collaboration. Introduction There is general agreement that learning to teach is a lifelong process, and teachers must be equipped with sufficient knowledge, skill, and awareness in order to carry out TESL-EJ 10.2, Sept. 2006 Atay 1 their jobs. In-service education and training (INSET)--intended to stimulate the professional competence and development of teachers (Kennedy, 1995)--improve classroom teaching practices and/or implement educational innovations decided u