الاكاديمية للدراسات الاجتماعية و الانسانية
Volume 12, Numéro 6, Pages 3-13
Authors : Abdaoui Mounya .
The aim of the current research paper is to explain the effective role played by tele-collaborative Action Research in increasing teachers’ collaborative autonomy. Self-reflection enables the teacher to specify a problem that needs to be solved through designing a plan in collaboration with peers who face the same problem. To reach this aim, a structured questionnaire was administered to thirty-three teachers at the department of English in 8 Mai 1945 university, Guelma (Algeria). Quantitative data indicated that although more than half of teachers (51.51%) preferred individual autonomy, 66.66% of teachers participated collaboratively in tests’ design while 78.78% took part cooperatively in syllabus design and adaptation. Moreover, the majority of teachers (81.81%) did not understand Action Research but they concurred that self-reflection is important to evaluate one’s teaching. Even though teachers are not implementing change through Collaborative Action Research, the majority (66.66%) are aware that Collaborative Action Research could raise collaborative autonomy. In this regard, we introduced Tele-Collaborative Action Research (TCAR) as a new concept that could link effectively thinking to acting and improve teachers’ academic performance, and increase their autonomy in the age of technology.
Collaborative Action Research ; Collaborative autonomy ; Tele-collaborative Action Research
Khiari Nor El Houda