Teachers and classroom research : ownership, relevance, and conceptualisations

Abstract

Language teachers are sometimes described as having a difficult relationship with classroom research. This plenary explores how the underlying reasons for this are related to who owns the research process, its relevance for teachers and learners, and the way research is conceptualised. This plenary will examine how rethinking what research consists of can empower teachers to be owners of the process on their terms, for their professional needs, and in ways that are relevant to their contexts, learners and practice.