Identification and relationship between teacher (efl) and educator within a continuing education project
DOI:
https://doi.org/10.5433/2237-4876.2011v14n1p503Keywords:
Action-Research, Relationship-Identification, Teacher-EducatorAbstract
This study aims at investigating some meaning effects generated by the action of educators toward English teachers, as they develop together an action-research project within a continuing education program. Therefore, I explore the way in which discursive places and positions are established among the participants of the research. The analysis of the data gathered from educators and teachers points towards both the acceptance and the resistance within the relationship among the participants. It also indicates the effects of such relationship on the teaching practice. Finally, this paper discusses how the identification among the participants constitutes and transforms their relationship within an action research project as well as its results to the practice of the English teachers.
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