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    Action research communities for language teachers
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    Glossary

Action research communities for language teachers


Overview
Getting into
Action research
Resources and
activities
Success stories
Glossary and
Bibliography

Glossary

 

Please note: These definitions relate to this specific project. The same terms may be defined differently elsewhere.

Items in total: 36
 

Action research

Advocacy

Analytical discourse

Bottom-up approach

Building on strengths

Change-agent

Community of practice

Content & Language Integrated Learning / CLIL in German

Data collection

Dissemination

Educational change

Empowerment

Evidence

Impact

Language teaching

Memo

Memory log

Network

Observation

Perspectives

Professional development

Professionalism

Quality assurance

Quality cultures

Questionnaire

Readjustment

Recordings

Research methods

Research question

Scholarly community

Strategies

Teacher researcher

Teachers as reflective practitioners

Tool

Tools or instruments of action research

Triangulation


To the ECML glossaries overview page

Bibliography

Altrichter A., Posch P. and Spann H. (2018), LehrerInnen und Lehrer erforschen ihren Unterricht, Klinkhardt, Heilbrunn.

Capobianco B. and Feldman A. (2006), “Promoting quality for action research: Lessons learned from science teachers' action research”, Educational Action Research, 14 (4), pp. 497-512.

Carr W. and Kemmis S. (1986), Becoming critical: Education, knowledge and action research, Falmer Press, London.

Cox A. (2005), “What are communities of practice? A comparative review of four seminal works”, Journal of Information Science, 31 (6), 522-540, available at http://eprints.whiterose.ac.uk/8140/, accessed 10 May 2019.

Darn Steve (n.d.), “Content and language integrated learning”, British Council, available at https://www.teachingenglish.org.uk/article/content-language-integrated-learning, accessed 10 May 2019.

Dudenredaktion (o. J.), “Strategie”, in Duden online, available at http://www.duden.de/rechtschreibung/Strategie, accessed 10 May 2019.

Elliott J. (1991), Action research for educational change, Open University Press, Philadelphia.

Feldman A., Alrichter A., Posch P. & Somekh B. (2018), Teachers investigate their work: An introduction to action research across the professions, 3rd edition, Routledge, London.

Gallagher-Brett A. (2019), “Supporting and empowering language teachers through action research communities”, in Becerra-Gonzalez N., Magedera H. and Reimao A. (eds.), Innovative language teaching and learning: New trends in language teaching at university, Dublin, Research-publishing.net, pp. 29-36.

Gallagher-Brett A. and Lechner C. (2020), “ARC: action research communities for language teachers”, in Dikilitaş K., Mede E., Atay D. (eds.), Pedagogical and instructional perspectives in language education, The context of higher education, Peter Lang, Frankfurt, pp. 55-76 

Heyworth F. (2013), “Applications of quality management in language education”, Language Teaching, 46 (3), pp. 281-315.

Jacquin M. (2019), “L’entretien après une leçon observée comme lieu de développement des pratiques de formation”, in Jacquin M., Lechner C. and Picenoni M. (eds), Recherche-action, Babylonia, no. 2, Fondazione Lingue e Cultura, Comano, pp. 50-53.

Jacquin M., Lechner C., Picenoni M. (2019), Recherche-action, Babylonia, no. 2, Fondazione Lingue e Cultura, Comano.

Kasumagić-Kafedžić L. (2019), Učiti zajedno, učiti živjeti zajedno: Interkulturalnost u savremenoj nastavi engleskog jezika (Learning together, learning to live together: Interculturalism in contemporary English language didactics), Dobra knjiga, Sarajevo.

Kasumagić-Kafedžić L., Pickering P., Žero A., Nagel J. (2019), “Development and assessment of intercultural communicative competences of primary students in informal learning contexts”, Language Teacher Cognition Research Bulletin, JACET 2018, March 2019.

Kasumagić-Kafedžić L. (2018), Social and moral responsibilities of foreign language teachers in post conflict, fragile and fragmented Bosnia and Herzegovina (book chapter), in Universities and conflict: The role of higher education in peacebuilding and resistance, Juliet Miliocan (ed.), Series: Routledge Studies in Peace and Conflict Resolution, Routledge.

Kasumagić-Kafedžić L. (2017), Teaching interculturalism at Sophia University in Tokyo: Japanese students' insights and reflections on effective teaching methods, Critical pedagogy and intercultural learning principles, Sophia University Studies in Education, No. 51, March 2017.

Kasumagić-Kafedžić L. (2016), Exploring challenges and possibilities in pre-service teacher education: Critical and intercultural pedagogy in post-conflict Bosnia and Herzegovina, Chapter III in Challenges associated with cross-Cultural and at-risk student engagement, Richard K. Gordon (California State University, USA), Taichi Akutsu (Seisa University, Japan), J. Cynthia McDermott (Antioch University, USA) and Jose W. Lalas (Redlands University, USA), IGI Global.

Knoblauch R. (2014), “Lesson study – eine Form kooperativer und evidenzbasierter Unterrichtsreflexion”, available at https://www.lernensichtbarmachen.ch/2014/11/lesson-study-eine-form-kooperativer-und-evidenzbasierter-unterrichtsreflexion/, accessed 10 May 2019.

Konrad A. & Steiner M. (2019), “Eine Sprache zu lernen ist ein weiteres Fenster, um die Welt zu betrachten” in Babylonia “Action research”, Issue no. 2, pp. 58-61, http://babylonia.ch/en/archive/2019/number-2/, accessed 10 May 2019.

Lechner C. (n.d.), “Language teachers ask: Am I planning a teaching unit OR planning action research”, in STAR ARNA ARC – Supporting the Teaching of Action Research (STAR) is an Action Research Community (ARC) of the Action Research Network of the Americas (ARNA), available at https://actionresearchteaching.home.blog/2020/01/09/language-teachers-ask-am-I-planning-a-teaching-unit-or-planning-action-research/, accessed 3 June 2020.

Lechner C., Jacquin M. (2019), “ARC: Aktionsforschungsnetzwerke für SprachenlehrerInnen”, in Recherche-action, Babylonia, no. 2, Jacquin M., Lechner C. and Picenoni M. (eds), Fondazione Lingue e Cultura, Comano, pp. 44-49.

Lechner C., Jacquin M., Zanin R. and Mihaiu T. (2019), “ARC: Aktionsforschungsnetzwerke für SprachenlehrerInnen”, in Habicher A., Kosler T., Lechner C., Oberhauser C., Oberrauch A., Tursky-Philadelphy M., Rauch F., Schuster A. (eds), “Nachhaltige Bildung” – Tagungsband zur VII. CARN D.A.CH-Tagung an der Pädagogischen Hochschule Tirol, 18.-19.01.2019, Innsbruck. Beiträge zur Fachdidaktik, 4. Praesens-Verlag, Wien.

Lechner C., Zanin R. (2017), “Action research communities for language teachers. Extended abstract”, in ÖGSD Tagungsberichte Vol. 2.1.: Symposium Sprachlehr/lernforschung in Österreich, 10 Jahre ÖGSD, pp. 60-64, available at https://www.oegsd.at/wp-content/uploads/2020/08/2017-Haupttagung-Extendend-Abstract-Band.pdf, accessed 2 November 2021.

Lechner C., Zanin R. (2021), “Impulse für den Einstieg in die Aktionsforschung: Das ARC Training und Consultancy-Project”, in Zanin R., Rauch F., Schuster A., Lechner C., Stadler-Altmann U., Drumbl J., (eds) (2021), Herausforderung Sprache in Kindergarten, Schule und Universität. Beiträge zu Aktionsforschung, Lesson Study und Learning Study 1, Praesens-Verlag, Wien. pp. 222-233.

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Picenoni M. (2019), “Interview with Peter Posch”, in Babylonia “Action research”, Issue no. 2, pp. 10-11, http://babylonia.ch/en/archive/2019/number-2/, accessed 10 May 2019.

Picenoni M. (2019), “Interview with Herbert Altrichter”, in Babylonia “Action research”, Issue no. 2, pp. 12-13, http://babylonia.ch/en/archive/2019/number-2/, accessed 10 May 2019.

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Warnecke D. (2006), Aktionsforschung und Praxisbezug in der DaF-Lehrerausbildung, Kassel University Press, Kassel, available at https://books.google.ro/books?id=Hu77fUFKSeYC&pg=PA71&lpg=PA71&dq=Lehrende+als+reflektierende+PraktikerInnen...&f=false, accessed 10 May 2019.

Wenger-Trayner E. and B. (2015), “Introduction to communities of practice: A brief overview of the concept and its uses”, available at http://wenger-trayner.com/introduction-to-communities-of-practice/, accessed 10 May 2019.

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Zanin R., Rauch F., Schuster A., Lechner C., Stadler-Altmann U., Drumbl J. (eds) (2021), Herausforderung Sprache in Kindergarten, Schule und Universität. Beiträge zu Aktionsforschung, Lesson study und learning study 1, Praesens-Verlag, Wien.

Zanin R. und Gall M. (2021), “Einführung in die Didaktik DaZ/DaF für den Elementar-und Privatbereich: Lesson Study im Fernunterricht”, in Zanin R., Rauch F., Schuster A., Lechner C., Stadler-Altmann U., Drumbl J., (eds), Herausforderung Sprache in Kindergarten, Schule und Universität. Beiträge zu Aktionsforschung, Lesson study und learning study 1, Praesens-Verlag, Wien. pp. 68-86.