This document discusses teacher research as a valuable professional development strategy. It begins by asking teachers to consider what their students need and want to achieve. Teacher research involves teachers taking a step back to question and reflect on their teaching practices in order to improve and justify their pedagogical choices. The process involves asking questions, collecting and analyzing classroom data through methods like observations and student work, and acting on insights to make changes to teaching practices. Teacher research is an ongoing cycle that allows teachers to better understand themselves, their teaching, and their students in a personalized and practical way.

1. RENEWABLE TEACHERS
ERASMUS PLUS KA1 2016
DISSEMINAZIONE DIPARTIMENTO LINGUISTICO
SCUOLA SECONDARIA DI PRIMO GRADO «BERNACCHIA-BRIGIDA»
22 DICEMBRE 2016 ORE 16: 45

2. LONDON

5. THESCHOOL

6. THESCHOOL

7. TEACHERS ANDCOLLEGUES

8. FREETIME

9. PROFESSIONALDEVELOPMENTFOREFL
TEACHERS

10. WHATCAN WEDO TO DEVELOPAS TEACHERS?
Starting point: what do my students need? Where are they?
What do they want to achieve?
Ask other people about what they
would do
Training corses
Observing teachers at work
Being observed (feedback)
New materials (books, internet, …)

11. TEACHERRESEARCH
as a valuable Professional Development
Strategy

12. WHAT ISTEACHER RESEARCH?
What does Teacher Research/Reflective Teaching involve and why
is it important?
TAKING A STEP BACK, LOOKING AT WHAT YOU DO IN YOUR
CLASS, HOW YOU DO IT AND WHY YOU DO IT IN ORDER TO
JUSTIFY THE TEACHING AND LEARNING CHOICES WE MAKE
How do we begin the process of reflection?
THE STARTING POINT IS A QUESTION – AN ISSUE THAT THE
TEACHER WANTS TO LEARN MORE ABOUT OR UNDERSTAND
BETTER
Is this question about something that works or doesn’t work in
your practice?
BOTH

13. ASKQUESTIONS
•
Why would we ask about something
•
that doesn’t work?
Because we want to change it.
•
Why would we ask about something that works well?
•
Because we want to know why.
The question is always of a very practical nature. The smaller and
more practical question, the better.
•
How to ask the right question? – students feedback, peer
observation, failed activity, a sudden success of an activity. We
want to learn about other ways of doing something.

14. Collect and Analyse Data
What are the different ways of collecting data?
•
Journal writing
•
survey
•
photos, video
•
observations, interviews, class discussion
•
student work, lesson plans.
•
Data collection should be integrated into the teachers’
regular work, no extra time should be spent on it.

15. TAKEACTION
Act on the reflection based on the collecting of the data. Use
the ideas from the process of reflection to make pedagogical
decisions.
And start the whole research circle again
When does the process of reflective teaching stop?
NEVER. Teacher research is NOT
a linear process through which
definitive answers and solutions
are discovered, it’s a cycle of
enquiry.

17. WHATIS THEVALUEOFTEACHER
RESEARCH?
IT’S DONE BY THE TEACHER
IT TAKES PLACE IN THE TEACHER’S WORKING CONTEXT
IT FOCUSES ON THE TEACHER AND ALLOWS THE TEACHER TO
BETTER UNDERSTAND HIMSELF, ITS TEACHING AND HIS
STUDENTS
IT’S ONGOING, INEXPENSIVE, INTEGRATED INTO TEACHERS’
ROUTINE WORK, PERSONALIZED AND PRACTICAL!

19. THE CHANGE IN OUR TEACHING
QUALITY AND PRACTICE IS NOT
AN EUREKA MOMENT
IT’S BASED ON SMALL CHANGES RATHER
THAN RADICAL CHANGES