13
| Foundations
Summary and follow-up
Perhaps the main point of this chapter has been that doing
‘research’ can be useful for teachers. We’ve already seen
how research might be useful in gathering information
about something that seems
to be already successful or
in understanding something that is not working: Now you
have begun to see how it can be useful in helping to solve
a
problem or puzzling situation, trying out a new idea or
even in resisting a new idea which a teacher thinks is
inappropriate.
We’ve begun to see how
you can understand your own
experiences in your classroom more deeply by collecting
information We have begun to call this process of collecting
information to answer questions ‘research’, and will define
this a bit more clearly in the next chapter. For now, though,
we hope you have begun to see how useful research can
be for teachers.
We’ve been hearing about
the experiences of several
teachers in Chile, where many of the ideas in this book were
first
developed, in the context of a British Council / Ministry
of Education Chile programme called the Champion
Teachers Action Research Project. Champion Teachers are
secondary school teachers who voluntarily joined the
project, where they were invited to do teacher-research
with the support of a mentor. You
can find more information
about this programme at the following website:
http://championteachers.weebly.com/
Follow-up
Before you start the next chapter why not read another
report by a Chilean Champion Teacher, Teresa Ríos?
You can find her story here:
http://bit.ly/teresa-rios
Think about the following questions:
Do'stlaringiz bilan baham: 
