Ana Inés Salvi
After finishing a classroom research project for my MA dissertation, exploring the combination of a Pedagogy for Autonomy and Exploratory Practice in an EAP Pre-sessional course, I continued deploying a Pedagogy for Autonomy in several subsequent 10-week-long multiple Academic English Language modules. Even though I did not ‘formally’ research in these cases (e.g. I did not administer consent forms or conduct out-of-class interviews), I felt at all times while teaching these modules that I was doing Practitioner Research and that I was involving my students in researching their own learning process. This was mainly via weekly reflective logbooks, which have been a valuable pedagogical and – I would suggest -- research tool for both myself and my students to explore and enhance our learning/teaching experience. I would, then, like to raise the issue in this presentation of whether what I did in this post-MA phase can be regarded as research if no analysis of the data has been conducted apart from what we gained from the process as students and teacher at the time.
Video of 3-minute talk and photo of poster below: Back to Teachers Research! home
After finishing a classroom research project for my MA dissertation, exploring the combination of a Pedagogy for Autonomy and Exploratory Practice in an EAP Pre-sessional course, I continued deploying a Pedagogy for Autonomy in several subsequent 10-week-long multiple Academic English Language modules. Even though I did not ‘formally’ research in these cases (e.g. I did not administer consent forms or conduct out-of-class interviews), I felt at all times while teaching these modules that I was doing Practitioner Research and that I was involving my students in researching their own learning process. This was mainly via weekly reflective logbooks, which have been a valuable pedagogical and – I would suggest -- research tool for both myself and my students to explore and enhance our learning/teaching experience. I would, then, like to raise the issue in this presentation of whether what I did in this post-MA phase can be regarded as research if no analysis of the data has been conducted apart from what we gained from the process as students and teacher at the time.
Video of 3-minute talk and photo of poster below: Back to Teachers Research! home
