Teacher professional development through collaborative action research: impact on foreign English language teaching and learning

Dario Banegas, Anahí Pavese, Aurelia Velázquez, Sandra María Vélez

Research output: Contribution to journalArticle

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In 2011 we, a group of English-as-a-foreign-language teachers at a secondary
school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students’ learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of content and language learning in our classrooms through the development of our own materials. The experience revealed a growth in professional development and how our motivation and autonomy influenced our students’ motivation and language development. In our attempt to disseminate our experience as a group, this report particularly focuses on the evaluation facets of our collaborative action research project so as to encourage other teachers and teacher-researchers to adopt collaborative action research to improve their own practices.
Original languageEnglish
Pages (from-to)185-201
Number of pages17
JournalEducational Action Research
Issue number2
Publication statusPublished - 29 May 2013


  • collaborative action research
  • english language teaching
  • CLIL

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