Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry

Constructing the Curriculum: National Curriculum, Teachers' practice & Change

Relationship between Burnout and Reflective Teaching among EFL Teachers

Abstract During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnout have received great attention. This study investigated the relationship between teacher burnout, and reflective teaching amon...

Relationship between Burnout and Reflective Teaching among EFL Teachers

Abstract During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnout have received great attention. This study investigated the relationship between teacher burnout, and reflective teaching amon...

Scaffolding collaborative knowledge integration of students and teachers through visualizations

What scaffolds can support students and teachers to collaboratively integrate their knowledge in technology-enhanced environments, particularly in science education? This guiding question connects both my doctoral and postdoctoral work. A particular focus of my research is on how different forms of visualizations can scaffold collaborative knowledge integration activities. For my doctoral resea...

From Importer of Knowledge to Researcher of the Self: Exploring the Utility of Collaborative Action Research in Distance Second Language Professional Development

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionali...