Dear RG colleagues,
I research about the teachers and what makes them good. This research leads me to many different directions and realities.
I am curious about how you see the differences between the teachers who do research and those who do not. Is it right that the teachers who do research may provide students with better lessons?
Please share what you believe or evidence from your contexts which should not be limited to only one level of education!
Thanks in advance!
I think you will find in the literature that it is not just about doing research but about reading research and thinking about applying it in practice. It is the same in the field of social work and nursing - it is about being a reflective practitioner so I suggest that you search that term.
Dear Khang Duy Nguyen ,
I’m just writing to you about your questions. What makes differences between the teachers with and without doing research?
In my opinion teachers who are investigating always find something new and interesting. It is more useful for students than what can be found in official textbooks.
The research you open new insights and you'll always find something new, what ever you're not thinking .And in addition if you have the teaching skills you'll be a favorite teacher.
I hope I have been some of help.
Best regards,
Andrija
There are two main aspects to teaching well, effective pedagogy and motivation. Of these motivation is the most important in Australian high schools, though effective pedagogy can impact on motivation as well. So: does research improve teaching? The answer is yes and no. as Robyn said above, it is also what is done with the research, so the answer could be yes or no. The mere act of research implies that the teacher is interested, and interest impacts positively on student motivation so in this it is a yes. If the teacher is not critical about their research, then the impact could be yes or no as well.
In summary, it is more likely to be yes, but to varying degrees because at least they are likely to increase student motivation, if only a little.
Thank you very much ! I agreed with you all. However, do we have any literature related to the idea that the teachers who do research frequently may bring more differences to students or their teaching?
Dear Khang Duy Nguyen ,
Recently I read one interest article Teachers Who Become Researchers by JoBeth Allen at all.
Please attached an article as a PDF file.
I hope I have been some of help.
Best regards.
Andrija
I believe that, when teaching a second language, research is a very important aspect; that is why, we should try to bring out these points as far as research is concerned in order for learning to be more effective, according to Bachman and Cohen (1998: 2):
Research perspective
Longitudinal view of inter-language development.
Focus of research
Antecedents of inter-language ability: factors and processes that affect or are part of language acquisition, e.g; contextual features, learner characteristics, processes.
Goals of research
To develop and empirically validate a theory of Second Language Acquisition (SLA) that will (1) describe how SLA takes place and (2) explain why SLA takes place.
Bachman, L. F., & Cohen, A. D. (1998). Language testing–SLA interfaces: An update. Interfaces between second language acquisition and language testing research, 1-31.
Very truly yours,
Javier.
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