Kenan Dikilitas

This handbook brings together contributions from teachers, teacher educators, and school leaders across five Nordic and Baltic countries — Norway, Sweden, Latvia, Lithuania, and Estonia — to examine how research literacy is developed in teacher education and practised in upper-secondary school classrooms. It represents the culmination of the two-year Teacher Research Literacy: Comparative Trajectories in the Nordic-Baltic Region (TREL) project, funded by the Nordplus Horizontal programme. The volume is organised in three parts. The first presents case studies from universities in the participating countries, documenting how research literacy is embedded in pre-service teacher education programmes and how student teachers are supported in moving from research consumers to reflective research practitioners. The second part gives voice to in-service teachers at Norwegian upper-secondary schools who, in partnership with university colleagues, designed and carried out classroom-based action research projects while continuing to teach full-time. These chapters are written in the teachers' own voices and reflect the realities, uncertainties, and professional development that come with integrating research into everyday teaching practice. The third part offers perspectives from school leaders on how to cultivate and sustain teacher research literacy at the institutional level. Taken together, the chapters address two fundamental questions: why teachers need to become research literate, and how teacher education programmes can be designed to support that process. The handbook is intended as a resource for pre-service and in-service teachers, teacher educators, school leaders, and policymakers with an interest in evidence-based teaching and research-informed professional development. ---------------- "This impressive publication is the outcome of a cross-country collaboration in the Nordic-Baltic Region among teachers, administrators, and academic researchers to strengthen the research literacy of teachers. Anyone interested in understanding and fostering practitioner pedagogical research and learning about effective evidence-based classroom practices will gain deep and important insights from this invaluable handbook. The TREL Project Team is to be congratulated on this outstanding initiative." Anne Burns Professor Emerita, Aston University "An internationally invaluable publication; it adds a wide range of Nordic case studies to the international literature on linking teaching and research. But perhaps more fundamentally - in the wider conceptual theme of “research literacy” - it develops our scholarly and practical understanding of how this can be developed in a wide range of contexts from school to higher education, with interventions from individual teachers to institutional policies and drawing on the international research literature on teaching research relations." Alan Jenkins Professor Emeritus, Oxford Brookes University, UK

This book is designed for English as a foreign language (EFL) teachers to shape their teaching practices and integrate bilingual education. It investigates the emerging context of bilingualism in schools where non-bilingual children are taught both through their native language and English as the second language.· Part I focuses on the theoretical underpinnings of bilingualism in EFL contexts. · Part II explores empirical research into bilingual teaching education. · Part III provides teaching pedagogies embracing dynamic bilingualism in EFL contexts and offers practical suggestions for EFL teachers creating instructional and interactional spaces.· Part IV is dedicated to practice-based, hands-on activities both for pre-service and in-service EFL teachers. This book is intended for language teachers, students in language teacher education graduate programs, researchers in EFL contexts, and language teacher educators and trainers. It empowers stakeholders to re-envision, and ultimately transform, bilingual education critically and practically, promoting the building of stronger identities.

This open access book maps the role of challenge-based learning (CBL) in the transformation of higher education pedagogy, towards being sector-informed as well as student-driven. CBL democratises the process of learning by repositioning students as drivers, who are empowered to make decisions on course content, assess needs in the real world and develop opinions. Teachers monitor student learning and engagement and mentor students to express their needs. Chapters showcase existing CBL practices in different settings, and include case studies which detail the practical application of CBL in multiple contexts. The authors develop an emerging theory of practical learning based on the insights of the curriculum designers, practitioners and students. The book will be of interest to researchers, teacher educators/trainers and research supervisors in higher education.

A comprehensive introduction to TESOL for new and future teachers of English, offering a full and detailed view of the process of becoming a language teacher Introduction to TESOL: Becoming a Language Teaching Professional presents an expansive and well-balanced view of both the interdisciplinary knowledgebase and professional opportunities in the field of language teaching. Written to help aspiring TESOL educators understand how to begin their careers, this comprehensive textbook covers both the foundational linguistic elements of TESOL as well as the practical pedagogical aspects of the discipline. Written with the needs of the introductory student in mind, this book delves into the essentials of English as a Second Language (ESL) and English as a Foreign Language (EFL) teaching, covering professional organizations, language acquisition theories, instructional practices, professional development, and more. Readers are provided with clear descriptions of recent research and contemporary practices, numerous illustrations and examples highlighting key material, and engaging real-world vignettes from professionals teaching internationally. Offering a coherent overview and contextualized orientation of the field of TESOL, this guide: Discusses the differences in TESOL approaches in international settings Addresses the current state and potential future of TESOL with a view for new developments in teaching pedagogy and language research Explores the history and development of the field, including the political, social, and cultural decisions made about language teaching and learning Describes the specializations, niches, and subfields within the discipline of TESOL Explains what, how and why TESOL educators need a working understanding of linguistics and second language acquisition theories Outlines the scope of the profession and how to engage in professional organizations to grow in expertise Introduction to TESOL: Becoming a Language Teaching Professional is essential reading for students and educators planning to enter this dynamic and rewarding area of language teaching.

This book equips pre-service language teachers with research and inquiry skills which they can use in the course of their classroom teaching. Research is presented not as an additional burden in teachers’ busy lives but as an integrated tool for satisfying their curiosity, developing an investigative stance, and strengthening the links between theory and practice. Over the course of the book, the authors introduce and encourage the use of pedagogically exploitable pedagogic-research activities (PEPRAs) to develop a deeper understanding of pedagogic issues in an engaging, supportive, and collaborative way. This book will be of interest to students and instructors on TESOL and related courses, as well as practitioners working in the teacher training sector.

This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting to existing contexts, and collecting data. They also suggest possible instruments, and give clear instructions for carrying out the most common kinds of statistical procedures, and ideas for presenting, discussing, and writing up research findings. In spite of its practical bias, the book is theoretically and ethically rigorous, and contains an extensive glossary for quick and easy reference. It will appeal to trainee teachers, in-service teachers wanting to expand their own professional horizons or working for a higher qualification, and is an invaluable reference for teacher-educators and scholars.

This book advances the theory of action research, analyzing how it can be used to develop autonomy among language teachers. Although acknowledging that the research process is not always linear, the authors proceed according to a clear progression which teachers can adapt to their needs. They provide examples, narratives, questions and tasks, and give multiple ideas for establishing research questions, choosing appropriate methodologies, adapting to existing contexts, and collecting data. They also suggest possible instruments, and give clear instructions for carrying out the most common kinds of statistical procedures, and ideas for presenting, discussing, and writing up research findings. In spite of its practical bias, the book is theoretically and ethically rigorous, and contains an extensive glossary for quick and easy reference. It will appeal to trainee teachers, in-service teachers wanting to expand their own professional horizons or working for a higher qualification, and is an invaluable reference for teacher-educators and scholars.