Research and reflective practice in the EFL classroom: Voices from Armenia

Year 2016, Volume: 2 Issue: 1, 31 - 56, 18.03.2016

Andrzej Cirocki Raichle Farrelly

https://doi.org/10.32601/ejal.460995

Cited By: 1

Abstract

A sociocultural perspective of teacher development honours the rich knowledge base that teachers work

from as they strive to connect theory (“expert” knowledge) to practice (“experiential” knowledge). The

present paper explores classroom research and reflective practice as forms of teacher-led inquiry for the

EFL context. In particular, this study explores the extent to which Armenian EFL teachers engage in

classroom research, the challenges they face therein, and whether or not they consider themselves to be

reflective practitioners. The findings are presented against the backdrop of the Armenian context with

recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.

Keywords

Classroom research; professional development; reflection; reflective practice; teacherresearcher

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