• Make sure the research question is clear.

• Dollly Ramos G

The research question

• Taking the problem as a situation that can be refine in terms of sth to be resolved or sth for which we seek a solution or answer

• Pose the problem in terms of question, whose answers provides us with a solution or strategy

Educational research questions

• Education needs more than experience it is looking beyond theory that can help frame specific questions

• Qs do not arrive immediately it may come when sth calls our attention, from relevant info, a situation or theory

• Qs might be there but we are not aware of them • It is a process that needs refining and move through a

number iteration• Single Shot: (a ? That solves or explains the prob)• Preliminary questions: designed simply to begin

Researchable vs. Non-researchable Questions

Writing Clear Questions

Mechanical problemGeneral What is preventing he engine from startingSpecific• Is there a fault in the fuel system?

(and if so, what is it)?• Is there a fault in the electric system?

(and if so, what is it)?• Is there a fault in the mechanical

system? (and if so, what is it)?

EducationGeneral • Why is this pupil performing so badly in

school reading tasks?Specific• Does this ss have learning• difficulties • What is the child’s self perception as a

reader (how he sees himself)• How do the child’s clossest friend perform

in the clr reading

Characteristics of research questions

• Answer is not immediately obvious• Could be more than one answer or solution• Clear enough for other people to understand• Requests new information or old information that can

be presented in a new way• “Researchable” – information available that will help

provide an answer• Poses a problem that’s significant to your reader and

interesting to your audience• Possible to answer in the time available to you

Research Aim

Becoming clear• RP RQ Raim= Intimately connected• AIM: contributes to the understanding and resolving of

the problem• A useful and clear way to design AIM is seeing the

relationship between RP & RQExample• The Rproject aims to advance/ enhance/contribute to our

understanding of Knowledge/capacity/ability to resolve or deal with the prob/issue/challenge/difficulty by

addressing the question how/why/when

Partial Aims• Many R projects to solve, overcome or

contribute • Be realistic and worthwhile and clear

about the OVERALL contribution• Not a linear process, since it might change

with time

RProb

RQs

R Aim

Reasearch Objectives

• Cyclical and iterative• Clear Objective Clear Aim• Specific tasks or components in order to culcil

the R Aim

THE PURSUET OF PROFESSIONAL DEVELOPMENT THROUGH A TEACHER STUDY GROUP

• NOW

• RESEARCH QUESTIONS• To what extent can a teacher

study group affect English teachers’ professional development?

• GENERAL OBJECTIVES• To determine the effect of a

teacher study group on teachers’ professional development.

• BEFORE

• RESEARCH QUESTION• What impact does a teacher study group have

on teachers’ professional development?• What can a study group tell us about teachers’

professional development?

• GENERAL OBJECTIVE• To determine the impact of a teacher study

group on teachers’ professional development• What can a study group tell us about teachers’

professional development

THE PURSUET OF PROFESSIONAL DEVELOPMENT THROUGH A TEACHER STUDY GROUP

• Specific Objectives• To trigger the teachers critical thinking

skills through the implementation of a reflective teaching model.

• To empower teachers to become problem solvers and decision makers

• To enable the participants to acquire new teaching skills to overcome challenges.

• To enhance the participants’ professional competence through collaborative learning.

• To promote understanding about theory and practice

• SPECIFIC OBJECTIVES • To trigger the participants’ critical thinking

skills through the implementation of a reflective teaching model.

• To identify the issues that teachers face in their daily English teaching practice.

• To contribute to the participants’ professional competence through collaborative learning.

• To broaden participants’ perspectives on teachers’ study groups.