Vol. 16 No. 1 (2023): Special Issue on Practitioner Inquiry: Towards Efficiency and Responsibility in Teaching and Teacher Education

Published: 2023-03-31

Full Issue

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Research Paper

• Preservice Teacher Action Research Making Meaning and Generating Knowledge Through Inquiry

  Rachel Ginsberg

  01-11

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• Preservice Teachers’ Experiences on Becoming Culturally Responsive Educators An Action Research Case Study

  Ekaterina Koubek, Stephanie Wasta

  12-25

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• Teacher-Tailored Classroom Observation for Professional Growth of EFL Instructors An Exploratory Case Study

  Sabire Pınar Acar, Eda Akgün Özpolat, İrem Çomoğlu

  26-35

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• Constructing teacher identity in teacher collaboration What does it mean to be a teacher of culturally and linguistically diverse English learners?

  Amanda Giles, Bedrettin Yazan

  36-45

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• Exploring the Practical Impacts of Research Engagement on English Language Teaching Insights from an Online Community of Practice

  Kenan Dikilitas, Asli Lidice Gokturk Saglam

  46-54

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• Facilitating the Transitioning of an EFL Teacher from Teaching Older Learners to Teaching Younger Children Through Mentoring

  Yasemin Kırkgöz

  55-64

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• Teacher-practitioner Inquiry in Professional Development A Case of Adaptation and Resistance to Genre-based Systemic Functional Linguistic as a New Writing Instruction A Case of Adaptation and Resistance to Genre-based Systemic Functional Linguistic as a New Writing Instruction

  Hanh Dinh, Lan Nguyen Thi Huong

  65-80

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Book reviews

• Sustaining Action Research: A Practical Guide for Institutional Engagement by Anne Burns, Emily Edwards and Neville John Ellis

  Erzsébet Ágnes Békés

  81-82

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• Inquiry and Research Skills for Language Teachers by Kenan Dikilitaş and Ali Bostancioğlu

  Raúl Enrique García López

  83-84

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