Teachers become teacher-researchers: Developing through exploratory research

Aktekin N. Ç.

4th Annual International Conference on English Language Teaching Qatar University, Ar-Rayyan, Qatar, 14 - 15 December 2019

  • Publication Type: Conference Paper / Unpublished
  • City: Ar-Rayyan
  • Country: Qatar
  • Acibadem Mehmet Ali Aydinlar University Affiliated: Yes


Being a professional in every area is an endeavor, a purposeful or industrious undertaking. Teacher professional development is about teachers learning, learning how to learn, and transforming their knowledge into practice for the benefit of their students’ growth. Teacher research has been a powerful tool for professional learning. Research can help us explore the complex process of teaching and learning, allowing us to gain a richer understanding of our own and our learners’ values, beliefs, attitudes, behaviors and feelings (Çeltek & Eken, 2017). Teachers, however, can be hesitant to engage in research due to lack of time, motivation, confidence and they may have the belief that research results are irrelevant to the immediate needs of the teaching and learning situation. This study aimed to support teachers to become empowered to do classroom-based research. To this end, nine lecturers in the School of Languages in Turkey conducted research in their classrooms. This study presented the theoretical framework of classroom-based research and teachers’ reflections about their research were evaluated through data obtained from formal interviews. Qualitative thematic analysis of conversations was strengthened by using the constant comparison method of Grounded Theory. The classroom research based PD employed in this study helped to empower teachers and assisted in eliminating negative notions of research. Results also suggested that through classroom based research, teachers felt more engaged with their classroom dynamics, and experimented while teaching.