An evaluation of researcher–teacher collaboration with practitioners engaged in instructing English language with young learners

References

• Alexander, Robin. 2018. “Developing Dialogic Teaching: Genesis, Process, Trial.” Research Papers in Education 33 (5): 561–598. https://doi.org/10.1080/02671522.2018.1481140.
   Web of Science ®Google Scholar
• Baboulene, David., Alex Golding, Sjoerd-Jeroen Moenander, and Floor Van Renssen. 2019. “You in Motion: Stories and Metaphors of Becoming in Narrative Learning Environments.” In In Narrative and Metaphor in Education: Look Both Ways, edited by Michael Hanne, and Anna A. Kaal, 32–45. London: Routledge.
   Google Scholar
• Barros-del Rio, Maria Amor, Pilar Álvarez, and Silvia Molina Roldán. 2021. “Implementing Dialogic Gatherings in TESOL Teacher Education.” Innovation in Language Learning and Teaching 15 (2): 169–180. https://doi.org/10.1080/17501229.2020.1737075.
   Web of Science ®Google Scholar
• Beijaard, Douwe, Paulien C. Meijer, and Nico Verloop. 2004. “Reconsidering Research on Teachers’ Professional Identity.” Teaching and Teacher Education 20 (2): 107–128. https://doi.org/10.1016/j.tate.2003.07.001.
   Web of Science ®Google Scholar
• Boyd, Maureen Patricia, and William C. Markarian. 2011. “Dialogic Teaching: Talk in Service of a Dialogic Stance.” Language and Education 25 (6): 515–534. https://doi.org/10.1080/09500782.2011.597861.
   Web of Science ®Google Scholar
• Brookfield, Stephen. 2017. Becoming a Critically Reflective Teacher. 2nd ed. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Burbules, Nicholas C., and Bertram Bruce. 2001. “Theory and Research on Teaching as Dialogue.” In Handbook of Research on Teaching, edited by Virginia Richardson, 1102–1121. Washington, DC: American Educational Research Association.
   Google Scholar
• Canagarajah, A. Suresh. 1999. “On EFL Teachers, Awareness, and Agency.” ELT Journal 53 (3): 207–214. https://doi.org/10.1093/elt/53.3.207.
   Google Scholar
• Carr, Wilfred, and Stephen Kemmis. 1986. Becoming Critical: Education, Knowledge, and Action Research. London, PA: Falmer Press.
   Google Scholar
• Coghlan, David, and Mary Brydon-Miller. 2014. The SAGE Encyclopedia of Action Research. Los Angeles: Sage.
   Google Scholar
• Corder, Stephen Pit. 1973. Introducing Applied Linguistics. Harmondsworth: Penguin Education.
   Google Scholar
• Creswell, John W. 2019. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 6th ed. Upper Saddle River, NJ: Pearson.
   Google Scholar
• Feldman, Allan. 1999. “The Role of Conversation in Collaborative Action Research.” Educational Action Research 7 (1): 125–147. https://doi.org/10.1080/09650799900200076.
   Google Scholar
• Flitton, Laura, and Paul Warwick. 2013. “From Classroom Analysis to Whole-School Professional Development: Promoting Talk as a Tool for Learning Across School Departments.” Professional Development in Education 39 (1): 99–121. https://doi.org/10.1080/19415257.2012.719288.
   Google Scholar
• Freire, Paulo. 2018. Pedagogy of the Oppressed. Edited and translated by Myra Bergman Ramos, 1970–2018. New York: Bloomsbury Academic.
   Google Scholar
• Grundy, Shirley. 1982. “Three Modes of Action Research.” Curriculum Perspectives 2 (3): 23–34.
   Google Scholar
• Guba, Egon G., and Yvonna S. Lincoln. 2005. “Paradigmatic Controversies, Contradictions and Emerging Confluences.” In The SAGE Handbook of Qualitative Research, edited by Norman K. Denzin, and Yvonna S. Lincoln, 191–215. Thousand Oaks, CA: Sage.
   Google Scholar
• Hamilton, Miriam. 2019. “Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study.” The New Educator 15 (3): 187–207. https://doi.org/10.1080/1547688X.2019.1631922.
   Google Scholar
• Haneda, Mari, Annela Teemant, and Brandon Sherman. 2017. “Instructional Coaching Through Dialogic Interaction: Helping a Teacher to Become Agentive in her Practice.” Language and Education 31 (1): 46–64. https://doi.org/10.1080/09500782.2016.1230127.
   Web of Science ®Google Scholar
• Harfitt, Gary. 2018. “The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher.” Frontiers in Education 3 (64): 1–13.
   Google Scholar
• Hawkins, Margaret, and Bonny Norton. 2009. “Critical Language Teacher Education.” In In Cambridge Guide to Second Language Teacher Education, edited by Anne Burns, and Jack C. Richards, 30–39. Cambridge: Cambridge University Press.
   Google Scholar
• Herr, Kathryn G, and Gary L Anderson. 2005. Action Research Dissertation: A Guide for Students and Faculty. Los Angeles: SAGE Publications.
   Google Scholar
• Herrenkohl, Leslie Rupert, Keiko Kawasaki, and Lezlie Salvatore Dewater. 2010. “Inside and Outside: Teacher-Researcher Collaboration.” The New Educator 6 (1): 74–92. https://doi.org/10.1080/1547688X.2010.10399589.
   Google Scholar
• Johnson, Marysia. 2004. A Philosophy of Second Language Acquisition. New Haven: Yale University Press.
   Google Scholar
• Johnson, Karen. E., and Paula R. Golombek. 2016. Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development. New York: Routledge.
   Google Scholar
• Lantolf, James P., and Matthew E. Poehner. 2014. Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide. London: Routledge.
   Google Scholar
• Lasky, Sue. 2005. “A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform.” Teaching and Teacher Education 21 (8): 899–916. https://doi.org/10.1016/j.tate.2005.06.003.
   Web of Science ®Google Scholar
• Lowe, Robert J., Matthew W. Turner, and Matthew Y. Schaefer. 2021. “Dialogic Research Engagement Through Podcasting as a Step Towards Action Research: A Collaborative Autoethnography of Teachers Exploring Their Knowledge and Practice.” Educational Action Research 29 (3): 429–446. https://doi.org/10.1080/09650792.2021.1908905.
   Web of Science ®Google Scholar
• Macías Villegas, Diego Fernando, Wilson Hernández Varona, and Angélica Gutiérrez Sánchez. 2020. “Student Teachers’ Identity Construction: A Socially-Constructed Narrative in a Second Language Teacher Education Program.” Teaching and Teacher Education 91: 103055. http://doi.org/10.1016/j.tate.2020.103055
   Web of Science ®Google Scholar
• McBrien, J. Lynn. 2008. “The World at America's Doorstep.” Journal of Transformative Education 6 (4): 270–285. https://doi.org/10.1177/1541344608326898.
   Google Scholar
• McClure, Greg, Erika França de, and S. Vasconcelos. 2011. “From “I am” to “we Could be”: Creating Dialogic Learning Communities in ESOL Teacher Education.” Pedagogies: An International Journal 6 (2): 104–122. https://doi.org/10.1080/1554480X.2011.563496.
   Google Scholar
• McNiff, Jean. 2013. Action Research: Principles and Practice. 3rd ed. London: Routledge.
   Google Scholar
• McNiff, Jean, and Jack Whitehead. 2010. You and Your Action Research Project. 3rd ed. New York: Routledge.
   Google Scholar
• Mezirow, Jack. 1978. Education for Perspective Transformation: Women’s Re-Entry Programs in Community Colleges. New York: Teacher’s College, Columbia University.
   Google Scholar
• Mezirow, Jack. 1991. Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Mezirow, Jack. 2018. “Transformative Learning Theory.” In Contemporary Theories of Learning: Learning Theorists … in Their own Words, edited by Knud Illeris, 114–128. Abingdon: Routledge, Taylor & Francis Group.
   Google Scholar
• National Project 2020 of Foreign Languages. 2008. National Project 2020. Decision No 1400/QĐ-TTg “2020 Project of Foreign Languages in the Educational System 2008-2020”. Vietnam.
   Google Scholar
• Nguyen, Chinh D. 2017. “Creating Spaces for Constructing Practice and Identity: Innovations of Teachers of English Language to Young Learners in Vietnam.” Research Papers in Education 32 (1): 56–70. https://doi.org/10.1080/02671522.2015.1129644.
   Web of Science ®Google Scholar
• Nguyen, Chinh Duc. 2021. “The Construction of Age-Appropriate Pedagogies for Young Learners of English in Primary Schools.” The Language Learning Journal 49 (1): 13–26. https://doi.org/10.1080/09571736.2018.1451912.
   Web of Science ®Google Scholar
• Nguyen, Chinh Duc, John Trent, and Thao Nguyen. 2023. “‘How Come They Struggle with Such Simple Work?’: Parents’ Perceptions of Language Teacher Identity and Teaching Practice.” Cambridge Journal of Education 53 (3): 275–292. https://doi.org/10.1080/0305764X.2022.2094894.
   Web of Science ®Google Scholar
• Norton, Bonny. 2011. “Identity.” In In The Routledge Handbook of Applied Linguistics, edited by James Simpson, 318–330. Florence: Taylor and Francis.
   Google Scholar
• Nunan, David. 2003. Practical English Language Teaching. New York: McGraw-Hill Contemporary.
   Google Scholar
• Parr, Judy M., and Eleanor Hawe. 2017. “Facilitating Real-Time Observation of, and Peer Discussion and Feedback About, Practice in Writing Classrooms.” Professional Development in Education 43 (5): 709–728. https://doi.org/10.1080/19415257.2016.1241818.
   Web of Science ®Google Scholar
• Patton, Michael Quinn. 2015. Qualitative Research and Evaluation Methods: Integrating Theory and Practice. 4th ed. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Payne, Katherina A., and Ken Zeichner. 2017. “Multiple Voices and Participants in Teacher Education.” In In The Sage Handbook of Research on Teacher Education, edited by Jean Clandinin, and Jukka Husu, 1101–1116. Thousand Oaks, CA: Sage.
   Google Scholar
• Quintero, Elizabeth. P. 2009. “Young Children and Story: The Path to Transformative Action.” In Diversity and Multiculturalism: A Reader, edited by Shirley R. Steinberge, 161–170. New York: Peter Lang.
   Google Scholar
• Richards, Keith. 2003. Qualitative Inquiry in TESOL. New York: Palgrave Macmillan.
   Google Scholar
• Robertine, Thomas. 2013. “Continuous Becoming: Fieldwork as a Mutually Transformative Experience.” In In Becoming and Being a Teacher: Confronting Traditional Norms to Create New Democratic Realities, edited by Paul Lee Thomas, 3–12. New York: Peter Lang.
   Google Scholar
• Sadeghi, Karim, and Akbar Bahari. 2022. “Second Language Teacher Identity: A Systematic Review.” In Theory and Practice in Second Language Teacher Identity, edited by Karim Sadeghi, and Farah Ghaderi, 11–30. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-13161-5_2.
   Google Scholar
• Silverman, David. 2006. Interpreting Qualitative Data Methods for Analyzing Talk, Text and Interaction. 3rd ed. London: Sage Publications Ltd.
   Google Scholar
• Stoll, Louise. 1999. “Realising our Potential: Understanding and Developing Capacity for Lasting Improvement.” School Effectiveness and School Improvement 10 (4): 503–532. https://doi.org/10.1076/sesi.10.4.503.3494.
   Web of Science ®Google Scholar
• Taylor, Edward. W. 2009. “Fostering Transformative Learning.” In Transformative Learning in Practice, edited by Jack Mezirow, and Edward W. Taylor, 3–17. San Francisco: Jossey-Bass.
   Google Scholar
• Trent, John. 2010. “Teacher Education as Identity Construction: Insights from Action Research.” Journal of Education for Teaching 36 (2): 153–168. https://doi.org/10.1080/02607471003651672.
   Web of Science ®Google Scholar
• Trent, John, and Chinh Nguyen. 2021. “The Discursive Positioning of Primary School English Language Teachers: An Exploration of the Perspectives of Teachers in Vietnam.” The Asia-Pacific Education Researcher 30 (1): 71–81. https://doi.org/10.1007/s40299-020-00515-z.
   Web of Science ®Google Scholar
• Whitehead, Jack. 1989. “Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’.” Cambridge Journal of Education 19 (1): 41–52. https://doi.org/10.1080/0305764890190106.
   Google Scholar
• Whitehead, Jack. 2009. “Generating Living Theory and Understanding in Action Research Studies.” Action Research 7 (1): 85–99. https://doi.org/10.1177/1476750308099599.
   Web of Science ®Google Scholar
• Whitehead, Jack. 2020. "A Living Educational Theory Approach to Action Research and Pedagogical Practice." Keynote to Action Research on Pandemic Pedagogy Webinar Hosted in Malaysia on 20 June 2020.
   Google Scholar
• Whitehead, Jack, and Jean McNiff. 2006. Action Research Living Theory. Thousand Oaks. London: SAGE Publications.
   Google Scholar
• Willegems, Vicky, Els Consuegra, Katrien Struyven, and Nadine Engels. 2016. “How to Become a Broker: The Role of Teacher Educators in Developing Collaborative Teacher Research Teams.” Educational Research and Evaluation 22 (3-4): 173–193. https://doi.org/10.1080/13803611.2016.1247721.
   Web of Science ®Google Scholar
• Wright, Tony. 2010. “Second Language Teacher Education: Review of Recent Research on Practice.” Language Teaching 43 (03): 259–296. https://doi.org/10.1017/S0261444810000030.
   Web of Science ®Google Scholar
• Zeichner, Ken, Michael Bowman, Lorena Guillen, and Kate Napolitan. 2016. “Engaging and Working in Solidarity with Local Communities in Preparing the Teachers of Their Children.” Journal of Teacher Education 67 (4): 277–290. https://doi.org/10.1177/0022487116660623.
   Web of Science ®Google Scholar