Rather than just hearing platitudes about research, teachers can now actively engage students in their specific projects using their specific sources, a teachable moment for research.
The purpose of this study was to research teachers' experiences of the English-Language-Taught Degree Programs in the health care sector of Finnish polytechnics.
Consistent with previous research, teachers demonstrated low initial levels of knowledge of phonological awareness, and phonological awareness activities in classrooms were of low quantity and quality.
When engaging in action research, teachers essentially are motivated by a commitment to the idea of 'rationality and practical results' (Mauzy & Milne, 2002, p. 52).
Depending on how school leaders manage the implementation of action research, teachers are still given the choice to choose the topics, research question, strategies and research design, and if they wish to choose Learning Circle, Action Research or Lesson Study.
In educational research, teachers' self-efficacy has been shown to play an important role in influencing their teaching practices and furthermore their students' achievement and motivation (Skaalvik and Skaalvik 2007).
