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Classroom-based research for Professional Development

Page history last edited by Lidia 6 months ago


Session Title: 

Classroom-based research for Professional Development




This hands-on EVO project aims at empowering teachers to conduct teacher research to solve real site-based problems in their classrooms. 

Being guided by our team of experienced moderators, participants will have the possibility of implementing their research projects in their classrooms as well as of sharing them in the EVO online community. 


Target audience:

We aim to connect with senior level pre-service teachers, teacher trainers, mentors and teacher educators interested in exploring their classrooms. 

Session objectives:

By the end of this hands-on session, participants will have understood research as a way of teacher development,

- developed autonomy to engage in research for PD,

- implemented a small-scale research in their own classrooms or teaching institutions,

- reflected on the results of their research projects and applied that to their future teaching and

shared their research project findings with other participants in this community of online practice in EVO, and if possible, beyond. 




Week 1: Jan, 11-18 2020

Introduction and role of research for teacher development

After listening to an introduction to the Classroom-based research for Professional Development EVO session 2020, participants will introduce their classrooms and teaching situation to the others in the community. Participants will explore characteristics of teacher development and discuss potential contributions of research to continuing professional development. Successful teaching experiences related to the participants’ contexts will be shared. The emphasis will be on confidence-building and relationship-building via recognition of themselves and their colleagues as experts in their own classrooms. 


Week 2:  Jan. 19-25 2020

Identifying a focus of research, turning it into research questions and using colleagues as a resource.

 Participants will be guided to identify a research focus (e.g. a problem, a point to consider, a question, etc.) and to turn it into a research question or questions. Colleagues and fellow EVO participants could be consulted to find answers to it. Participants will get feedback from moderators and peers.


Week 3: Jan. 26- Feb. 1 2020

Practical tools for exploratory research

Participants will be introduced to the value of exploring before attempting to bring about a change which requires stepping back from the situation, considering different sources of information and appropriate data collection tools. After identifying the main features of various types of data collection tools, participants will determine the best type for their own questions and will plan to use them. Moderators and peers will guide participants and give feedback during this process. Participants will also be shown how they can involve their students in the research and problem-solving process. 


Week 4: Feb. 2-8 2020

Discussion of basic data analysis procedures and ways of sharing research

Participants will learn about several ways to gather and analyse data and will decide which analysis procedure(s) will best complement their study. Moderators will guide participants and give feedback during this process. Finally, participants will discuss how to best share their valuable insights with their colleagues, with a focus on innovative, creative and teacher-friendly means of sharing. 


Week 5: Feb. 9-15 2020

Further research and sharing

The way classroom research can be planned, with a focus on the way exploration can lead into action, reflection and evaluation of change will be discussed. Participants will reflect on their goals for implementing further classroom research and will share them.  At the end of week 5, teacher participants will share their productions in the form of research plans or research itself and they will be encouraged to join specific networks (the 'Teachers Research!' Facebook group, the Teaching English in Large Classes network (TELCnet) and IATEFL Research SIG) for further development in this area. They will also be invited to stay in touch and report back about their research on an ongoing basis. 



-Website: for initial publicity/information 

- Interactive space: Facebook group https://web.facebook.com/groups/evo2017classroomresearch/?_rdc=1&_rdr

- Content space: Edmodo: https://new.edmodo.com/  Group code will be provided by email

- Live-streamed sessions: Zoom




Other technology tools:



Join this session 


Registration starts on Jan 5, 2020.


To join this EVO session:


First join our Facebook group https://www.facebook.com/groups/evo2017classroomresearch/ - further information will be provided there.  


From January 5-11 is the Registration week. Please, fill in this form: https://forms.gle/uL2yJGe5kB8wi9gT7





Sponsor: http://www.faapi.org.ar/ 




Name (last, first)

Email address

(country of residence)

Biodata (max.  50  words)  


Lidia Casalini



Teacher of English from Universidad del Museo Social Argentino; MA in TEFL (TESOL) from Universidad Europea del Atlántico, Spain.


Former Classroom-based Research mentor.


Currently, Teacher Research SIG Coordinator, APIBA (Asociación de Profesores de Inglés de Buenos Aires).

Final Project Supervisor MA TEFL (FUNIBER), and teacher trainer at the Teacher Training College Dr Bernardo Houssay,

Buenos Aires- 






 Mariana Serra is an Argentinian teacher of English and a licenciate in English (UNL). She is attending an MA Program in Applied Lnguistics. She has

studied in the USA (SDSU) and in Spain (Rotary Internation scholarship). She was one of the winners of Aptis for Teachers Action Research Awards

(British Council) in 2015, 2016, and 2017.

In 2018 and 2019 Mariana participated as a modertor during Classroom-based Research 2018/2019. For over ten years, she has worked in

universities and secondary schools teaching English as a foreign language, as Head of Department  coordinating and monitoring school teaching.

Her interests are Applied Linguistics and Material Development.










Ruben is a university EFL and literature teacher. He teaches at primary, secondary and university levels and ad a Teacher Training College. He has coordinated and  designed courses for the CPD Department for English in the Ministry of Education (Province of Buenos Aires, Argentina). He also facilitates workshops for the British Council and is an Adjunct Professor at the University of Buenos Aires in the course "EAP critial reading and academic lteracies." his research interests are genre-based pedagogy, SEL, and EASP.











 MPilar Martinez




Argentina     Pilar has been a teacher educator for more than thirty years in Argentina. She has worked in primary, secondary, terciary and university educator. She was Head of Department and vice-principal of the English Teacher Trainer Collegey . She co.coordinated the CPD EFL Program of the Ministr.y of Education in the Buenos Aires province. she has written courses, delivered presentations andpublished widely on EFL. At present she facilitates workshops for advnced students of the Teacher Training Collegeand coordinates literary workshops. She has recently her MA thesis on Anglo-American Literature. er main research interests are CPD and multimodal literature.                                                                                                                                                                           
Ana Otero anamariaamandaotero@gmail.com




Ana is an English Teacher and Bachelor  in Educational Communication Technology.

She is a coordinator and researcher for UBACyT prjects at School of Philosophy and Letters.

University of Buenos Aires. She works for Continuing Professional Development  courses as a teacher educator  for primary, secondary and university levels.  

SedenTuyan sedentuyan@gmail.com  Turkey  Dr. Seden Eraldemir Tuyan is a lecturer doctor in the Department of English Language Teaching at Çağ University, Mersin, Turkey and is interested in the psychological perspectives of ELT including individual learner differences in language learning, motivation, learner autonomy and belief. She has published articles on various aspects of affect in foreign language learning. Her major interests are Emotional Intelligence, Social-Emotional Learning, individual differences in SLA, Action Research, personal and professional development.    
Babita Sharma Chapagain  babitasharma34@gmail.com  Nepal     
Valeska Favoretti Serafim  valeskafs1412@gmail.com  Brazil  Valeska Favoretti Serafim has been a teacher for 6 years now. She is currently working as a substitute English teacher in the Department of Letters at the Federal University of Rio de Janeiro and is also finishing her MA in Linguistics at the Federal University of Espírito Santo. She holds a licentiate degree in Letters - Portuguese and English Languages and Literatures and a specialization degree in English Language Teaching. In the 2018-2019 academic year, she was a Fulbright FLTA at the University of Connecticut where she designed and taught four Portuguese courses and organized cultural events for the academic community. Her major interests are blended learning, second language learning and teaching and action research.





Teresa Perles  teresaperles@gmail.com  Spain 

Teresa Perles has been a teacher of English as a Second Language for over 30 years. She started in the small world of private language schools then moved to the formal school system, where she has been working as a Secondary School Teacher for Alfa & Omega school in Denia, Spain. 

As an innovative educator, Teresa has an important experience in using technology in her classes. She is always looking for new ways to empower other teachers by sharing insights she has gained. She has been a presenter at several professional development events in Valencia (Spain), Paris, London and San Mateo (CA).

One of Teresa's research interests is how technology facilitates language learning.










Mariana Falco 



Margarita Mariana Falco holds a Teaching Degree in English (UNVM, Argentina), an Ed.S. Degree in Adult Education (Universidad Mayor, Chile),and a Master of Arts in Teaching English as a Foreign Language (TESOL) from Universidad Internacional Iberoamericana,

Puerto Rico.

She works mainly in the areas of English Language Teaching at Universidad Nacional de Villa María where she is the coordinator of the English Teacher Training Programme and a member of the University Council.

She is director of research projects that focus on EFL learning, understanding, healthy breaks in the classroom,

and visible thinking.

She is a Fulbright and a Rotary awardee. Falco has done volunteer work,given workshops, published,

and lectured at conferences both at home and abroad. Currently, she is writing her thesis for a Ph.D. in pedagogy.



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