Beschreibung
In Action Research practice, a lot is learned in the process which benefits far more than what actually is produced. AR offered opportunities to consider ways of changing teachers' practice. The primary reason for teachers less participation in research, as it turns out from the teachers reflection, is extended idleness. Teachers practice regular teaching activities. However, except for doing the routine teaching job, many of them are idle towards other professional efficacy endeavors such as reading, researching and writing. Unfortunately, many teachers in Ethiopian schools have avoided these aspects of personal and professional growth. Many experienced teachers expressed that as teachers, what they do is just teach the specific disciplines.
Autorenporträt
Rukya Hassen is an assistant professor of applied linguistics and communication in Wollo University, Ethiopia. Her scholarly interests range in areas of linguistics, English language teaching, multicultural communication, action research and ethnography of communication. In subsequent publications, she published articles in international journals.
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