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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, 9-16 2021

Introduction and role of research for teacher development

After listening to an introduction to the Classroom-based research for Professional Development EVO session 2021, 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. 17-23 2021


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. 24- 30 2021


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: Jan. 31- Feb. 6 2021


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. 7-13 2021


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: http://classroombasedresearch.weebly.com/

- Interactive space: Canvas: https://canvas.instructure.com/enroll/8ADGCK 

- Content space: http://classroombasedresearch.weebly.com/

- Live-streamed sessions: Zoom & Google Meet


Join this session

Registration starts on Jan 3, 2021. 

Beginning January 5, Go to:  https://canvas.instructure.com/enroll/8ADGCK  and enroll yourself into the course & get to know other participants

Click on: http://classroombasedresearch.weebly.com/ to reach the initial information about the course.



Other technology tools: Google Forums, web tools for making posters & videos for self-introductions    




Sponsors: IATEFL ReSIG, Faapi, APIBA


Lead moderators



Name (last,first)

Email address

Location (country of residence)       

Biodata (max. 50 words)


Asli Lidice Gokturk Saglam



Asli Lidice Gokturk Saglam Asli, from Turkey, has been an English teacher in EAP settings for 22 years. She holds a PhD in language assessment and testing. She is an educational technologies enthusiast. Her research interests include; teacher education, educational technology, and testing and assessment.


Mariana Serra



Mariana Serra is an Argentinian teacher of English and a licenciate in English (UNL). She is attending an MA Program in Applied Linguistics. 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 moderator during Classroom-based Research 2018/2019 and as a lead moderator during  Classroom-based Research 2020.  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, teacher research and materials development.

She co-founded and is actively involved with the APIBA Teacher Research SIG in Buenos Aires, Argentina.









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.







Pınar Ayber 


United Arab Emirates 

Pinar Ozdemir Ayber is a senior instructor at Zayed University and the Chair of the English and Writing Studies Department. She is a mentor for SEND high-school teachers for Al Jalila Foundation in Dubai. She holds an MSc. in TESOL and is a Fellow of HEA. Before her current job she worked as a teacher trainer for Istanbul Bilgi University and for CUP, Istanbul. 







Erkan Arkın 



Currently working as a lecturer at an ELT teacher education programme in North Cyprus. Previously head of professional development unit at School of Languages. Has 20+ years of experience in teacher education, training and research. Recent presentations and publications include topics on EMI academic training and blended learning approaches in education. 


Aysegul Sallı 




Ayşegül Sallı is Assistant Professor at Eastern Mediterranean University, Northern Cyprus. She has been working as an English language teacher and teacher trainer/mentor for more than 15 years. Currently, she is the coordinator of Professional Development Unit at the Foreign Languages and English Preparatory School, EMU. Her academic interests include technology integrated language teaching, continuous professional development and language teacher identity.



Sandip Kumbhefal Abd



Sandip Jadhav is an Indian teacher of English. He has completed M.A. in English literature. He has completed science degree with biology and Diploma, degree in Education from Mahatma Gandhi college, India. He was one of the winners of Aptis for Teachers Exploratory Action Research Awards (British Council) in 2019. For over 11 years, he has worked in Elementary and secondary school teaching English as a foreign language. He worked as module developer for English Spoken in Regional Academic Authority of Government of Mh, IND. His interests are ' Using mother tongue for improving proficiency in foreign language', Action research and Continuing professional development. He has been working as 'Teacher Activity Group' Coordinator under TEJAS Project MH, India moderated by British Council, India.


MPilar Martinez maryadelpilar@gmail.com Argentina María del Pilar Martínez has been  a teacher educator for more than thirty years in Argentina. She has worked in primary, secondary, tertiary and university education. She holds a postgraduate degree in EFL, a post graduate degree in technology and a MA degree in Angloamerican literature. She was head of department and vice principal of the English Teacher Trainer College in Pergamino. She co ordinated the CPD EFL program of the Ministry of Education in the Buenos Aires province. She has written courses, delivered presentations and published widely on EFL. At present she lectures on EFL Methodology, Literature and Cultural Studies at UTN San Nicolás, facilitates workshops for advanced students of the Teacher Training college and coordinates literary workshops.  Her main research interests are CPD and multimodal literature.   
Sidney Martin Mota  smart47@xtec.cat   

My name's Sidney Martin. I am a teacher of English language at the Official School of Languages in Tarragona (www.eoitarragona.cat) and an online tutor at the Institut Obert de Catalunya (ioc.xtec.cat/educacio/eoi). I am interested in how students and teachers deal with feedback delivery and reception in both face-to-face and online environments, more specifically in language learning. I am also interested in pronunciation in second language learning and teaching. 



Ana María Otero



Ana is a Teacher of English and  holds a degree as Licenciada en Tecnologías de la Comunicación Educativa. She has been teaching Reading Comprehension courses at the University of Buenos Aires where she also does research on that field. She has been working as pedagogical coordinator, material developer and teacher educator in several institutions in the province of Buenos Aires, Argentina. She has lectured at many national and international congresses.



Jimmy Ronald Riojas



Jimmy Riojas have held a variety of positions

working for schools and Universities. For the last

twelve years he has been employed as a teacher

in public schools. Therefore, he has been teaching

at Callao State University for four years, at the

Faculty- Department of Industrial and Systems

Engineering where he is generally praised for his

good organizational skills, punctuality, patience,

and productive collaboration with the other

professors. Within the past 4 years, he was

selected as a fellow teacher at the Fulbright

commission to participate in The Teaching

Excellence and Achievement Program (TEA). This

has provided him with the opportunity to attend

courses at George Mason University in Virginia,

USA. He embarked on teaching methods and

instructional technology as well as an exchange

program with practical field experience between

the United States and his home schools in Callao.

Last year, Jimmy initiated an Exploratory Action

Research, “Inspiring Confidence on his students

when they are taking online tests” which was

sponsored by the British Council.


Silvia Severino



Silvia Severino is an EFL teacher in state-run schools in Buenos Aires, a coordinator in APIBA  LitSIG and one of the winners of Aptis for Teachers AR Awards (British Council) in 2014 and in 2016/2017. She graduated from ISPJVG, holds a UTN Licenciada degree and a master's degree from UNEATLANTICO.  Her research interests focus on the professional reflection of teachers through action research, the benefits of the integration of technology in teaching English, and postcolonial literary studies. Email: silseverino@gmail.com



Esther Vazquez



Esther Vázquez is an experienced teacher and teacher trainer and a specialist in the field of neurosciences and education. She has lectured extensively in South America and the USA and in 2017 she received a TESOL Professional Development Scholarship. She is founder and CEO of EVenio Educational Consultancy.  
Ece Sevgi Sole  ecesevgi@gmail.com  Italy 

Ece Sevgi-Sole holds a Ph.D. in Language Assessment from Yeditepe University. She has experience in teaching and testing academic writing, as well as training language teachers and directing a university writing center. Currently, she is offering English language courses at the University of Milan in Italy.

Primary contact: classroombasedresearch20@gmail.com



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