In second language teacher education, university-school collaborative action research (CAR) has been proposed as an effective approach to help language teachers develop their research competence and improve their teaching effectiveness. However, there is limited information available regarding the specific needs and challenges faced by language teachers i yìeand teacher educators in CAR, as well as how they navigate these challenges to promote mutual learning within their co-constructed communities of practice. In this presentation, I will share the CAR experiences of a group of language teachers and teacher educators in the Chinese context. I will not only demonstrate the personal and contextual obstacles encountered by both parties but also highlight their coping strategies. Additionally, I will showcase their efforts in overcoming communication barriers and power differentials, aiming for meaningful and in-depth collaboration. The presentation will conclude with practical recommendations on how to maximize the potential of CAR in enhancing language teaching and teacher development.
Dr. Rui Yuan
Dr. Rui Yuan is an associate professor at the Faculty of Education of the University of Macau. His research interests include teacher education, critical thinking, and English medium instruction (EMI) in higher education. He has published more than 100 research works, including journal articles and book chapters, in different international journals, such as TESOL Quarterly, Language Teaching, and Teaching and Teacher Education. He currently serves as Associate Editor of TESOL Journal and is an editorial board member of TESOL Quarterly and Linguistics and Education.
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