This study seeks to investigate the scope and quality of reflective practice in ELT in contemporary Ukraine. 56 English as a Foreign Language (EFL) teachers were surveyed to gain a better understanding of reflective practice in the country. Data were collected using both a quantitative (questionnaire) and qualitative (interview) method. The…

This ethnographic study-cum-action research documents the cultivation of a community of practice for sustainable professional development among a group of 18 teachers of English as second language in Hong Kong through a series of planned efforts over 10?months. By juxtaposing the theory-driven planned efforts and the spontaneous actions and…

The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher…

This paper focuses on the Teachers Network Leadership Institute (TNLI), an initiative designed to bring the voice of teachers into the educational policy arena through teacher action research. We view teachers' research on teaching and on school processes as an important means through which to expose the various sources of tension between policy…

This action research is targeted at academic researchers who facilitate the construction of communities of enquiry in school-university partnerships and are interested in understanding the process of such an enterprise as well as the knowledge constructed within such communities. Our action research study provides a possible road map for such a…