Factors inhibiting teachers from research engagement: A review
Teachers’ research capacity has long been considered an important component that contributes to their own professional development as well as teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). Ho...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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CAN THO UNIVERSITY PUBLISHING HOUSE
2017-07-01
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| Series: | Can Tho University Journal of Science |
| Subjects: | |
| Online Access: | https://ctujs.ctu.edu.vn/index.php/ctujs/article/view/170 |
| Summary: | Teachers’ research capacity has long been considered an important component that contributes to their own professional development as well as teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). However, various factors have prevented teachers from involving in as well as conducting research activities. Basing on existing literature, the current study reviews five common factors that prevent language teachers from research engagement. These factors include non-collaborative school culture; limitations in teachers’ awareness, beliefs, skills and knowledge; limited resources; demotivators and economic factors. |
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| ISSN: | 2615-9422 2815-5602 |