Australian Journal of Teacher Education
Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research
Abstract: This study aimed to describe the implementation of individual action research projects among some forty English language teachers distributed in thirty Palestinian schools in Ramallah and Qabatya districts-Palestine. It aimed to analyze the outcomes of the teachers’ action research as part of a broader participatory action research project that is intended to increase the capacity among teachers in Palestine as part of the LTD program. The data revealed that in spite of the difficulties that Palestinian teachers face, action research was a powerful, inquiry and exploratory tool that impacted teachers’ classroom practices and professional development. Furthermore, the implementation of reflection on a one year professional development program revealed a number of positive changes on the part of teachers’ collaboration and cooperation. Teachers have realised that cooperation and collaboration are the healthiest part where a nourishing context for learning could be created through a respectful, supportive and fruitful dialogue. It is recommended that the results of this research capture the attention of the administrators and policy makers in Palestine to adopt the strategy of action research and reflection in all educational sectors.
Dajani, M. ".
Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research.
Australian Journal of Teacher Education, 40(3).