The purpose of this volume is to survey major issues in classroom research, locating them within general linguistic and educational research traditions.
Following a general introductory paper by the editors, a number of contributors address general issues, illustrating them from specific experience of engaging in research. In the second section, a range of particular approaches are explored in more detail, with papers that look at the relationship between teachers and learners framing accounts of investigations of teachers and learners separately.
In the 6nal section, issues in programme evaluation and teacher education are addressed specifically from a research perspective.
Không có nhận xét nào:
Đăng nhận xét