Increasing teachers' collaborative autonomy through tele-collaborative action research

Abstract EN

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.