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• W4313145337 abstract "ForTeacher research several decades, language teachers’ CPD followed the formal, event-delivery, top-down approachesTop-down approach in which outside experts present theoretical content about pedagogy in the form of structured short-term trainingShort-term training workshopsWorkshops. However, there have been concerns about their success in teachers’ CPD as they are conceptually and practically indifferent to the local needs and contexts of teachers. Therefore, experiential, participatory, bottom-up approachesBottom-up approach to CPD have been gaining popularity among teachers over the last three decades. One such approach is teacher researchTeacher research, which seems to be a “minority activity” for a majority of language teachers, probably because they have “inappropriate notions” about the skills required for it. Hence, it is necessary to raise teachers’ awareness about the skills required for them to engage in research. This chapter presents a pragmatic approach to guide teachers to develop the skills of ReflectingReflecting, RecordingRecording, and ReportingReporting (3R) to become teacher-researchers. Reflection is the skill of critically analyzing past or current teaching experienceTeaching experiences to design the future course of action. RecordingRecording refers to the craft of documenting teaching experiencesTeaching experiences to create a repository of experiential learning about pedagogy. ReportingReporting is the skill of turning experiential learning into knowledge building. This 3R approach3R approach will help teachers grow into teacher-researchers and self-transforming professionals." @default.
• W4313145337 created "2023-01-06" @default.
• W4313145337 creator A5084197153 @default.
• W4313145337 date "2022-01-01" @default.
• W4313145337 modified "2023-09-26" @default.
• W4313145337 title "Teacher Research for Continuing Professional Development: 3R Approach" @default.
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• W4313145337 doi "https://doi.org/10.1007/978-981-19-5069-8_8" @default.
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