In this article, we argue not only for more research into English language
teacher associations (TAs) but also for research to be carried out by and within
TAs. That is, we advocate their becoming ‘Researching TAs’ themselves. This
suggestion derives from our recent collaborative work with/within the Cameroon
English Language and Literature Teachers’ Association (CAMELTA). In this
context, we have initiated and helped to facilitate the development of what
we term—by analogy with ‘teacher-research’—‘TA-research’: systematic
inquiry which is based on members’ priorities and officially endorsed by a
TA, and which engages members as active participants in what they see as a
collective project. This initiative offers promising signs that a TA can become a
‘researching association’ in the service of its members’ needs. In the CAMELTA
case, valuable local knowledge is being uncovered and shared, helping members
become less dependent on outsider expertise: in a word, more empowered

J31

Perpustakaan FITK Pusat

Tersedia

• Researching teacher associations

Share :