Becoming research literate : supporting teacher research in English language teaching

Abstract

The broad but undeniably relevant subject of research literacy and its link to professional development has given rise to a great range of ideas, concepts, and debates which have been addressed in a great range of articles, essays, plenaries, and books published and written worldwide. Joining the growing list of literature on the subject, this book brings together an extraordinary portfolio of writings originally published as a collection of articles and interviews in three Special Supplements of ETAS Journal. Written by some of the most eminent writer-educators and passionate advocates of research literacy as a key to professional and personal growth, the articles in this volume offer varying perspectives on the topic, with a common focus on the importance of providing support for teacher research. The participation of teacher-educators, teacher-association leaders, academics, and teachers working in a wide range of international contexts ensures that the book acts as a showcase of influential views about the kind of support that teachers need for them to develop the necessary skills not only to engage in research but to share their findings in an effective manner. In underscoring the urgency of providing support for teacher research, the book supports the role of research in fostering teachers’ professional development and enhancing language teaching and learning.