Despite increasing evidence showing the benefits language teachers can reap
from university–school collaborative action research (CAR), scant attention has
been given to how university researchers collaborate with language teachers,
what challenges they might encounter, and how they navigate such challenges
in CAR. To fill the gap, this study examines three university teacher educators/
researchers’ professional experiences in different CAR projects in China. The
findings demonstrate that the research participants experienced three major
challenges in CAR projects. In order to cope with these difficulties, while the
researchers and teachers engaged in continuous negotiation about each other’s
needs, the researchers also helped the teachers develop their reflective abilities
and promote the influence of their action research. This study has implications
for how the effectiveness of CAR may be enhanced to facilitate the sustainable
professional development of language teachers.

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Perpustakaan FITK Pusat

Tersedia

• Navigating the challenges arising from university–school collaborative action research

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