English-Language Teachers' Engagement with Research: Findings from Bangladesh

Autor/inn/en	Anwaruddin, Sardar M.; Pervin, Nasrin
Titel	English-Language Teachers' Engagement with Research: Findings from Bangladesh
Quelle	In: Professional Development in Education, 41 (2015) 1, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.861860
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Questionnaires; Faculty Development; Educational Research; Language Teachers; Second Language Instruction; Interviews; Secondary School Teachers; Elementary School Teachers; Teacher Attitudes; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Bildungsforschung; Pädagogische Forschung; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bangladesch
Abstract	In this article, we report on a small-scale study in which we investigated English-language teachers' engagement with educational research. We conceptualized engagement with research as reading and systematically using research for professional development. Using questionnaires and in-depth interviews, we gathered empirical materials from 40 English-language teachers who teach at various primary and high schools located in Dhaka, the capital city of Bangladesh. Our findings indicate that there is an absolute absence of teachers' research engagement for professional development. We discuss the key reasons for this lack of research engagement. We conclude the article with some implications of our findings for teachers' professional development and the practical value of educational research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10