Sinopse

This book uses empirical evidence taken from an international survey of over 1,700 teachers and educational managers, over a period of six years, to examine their views of research, whether they read ELT research, and whether they do their own research. The author goes on to explore the process which teachers go through in learning to do research and the research cultures within teaching institutions. The book concludes with a review of the key findings to emerge from the research and a discussion of strategies through which language teacher research engagement can be promoted more productively.

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