September 2006 Volume 10, Number 2
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Derin Atay
Marmara University, Y'stanbul, Turkey
<dyatayyahoo.com>

Abstract

This study describes the design and results of a descriptive and explorative case study into the development of professional knowledge by pre- and in-service 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.

Keywords: EFL, ESL, professional development, INSET, collaboration, action research, Turkey, teacher education, Turkish language education, research mentoring, classroom research

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