A Journal of Teaching English Language and Literature

ISSN Print : 2229-6557, Online: 2394-9244

Impact of Carrying Out a Mentor-guided Classroom Research on How Teachers Understand and Solve Their Classroom Problems

Tanya Gulati

Abstract

This paper presents a study undertaken by teachers in their own classrooms to reflect upon their teaching methodology, teaching materials or any other classroom-related issues and problems. Engaging in teacher research makes teachers not only more reflective but also more learner-friendly, professionally independent and confident. In the light of this background, my paper looks into how classroom research helps teachers in understanding and addressing their own classroom issues in an effective manner. English language teachers, who participated in a funded teacher research programme sponsored by the British Council, participated in the study. Data for the study were collected through regular conversations, reflective journals, and qualitative interviews. The findings indicate that teachers’ participation helped them become more aware of classroom-related problems and of strategies to address the problems. The paper also highlights the importance of teacher research as a tool for professional development.

Keywords: teacher research, reflective practice, mentoring, professional development

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