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South African Journal of Education

versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100

Resumen

SIBANDA, Jabulani  y  BEGEDE, Martin P.. Extent of ESL teachers' access to, utilisation and production of research. S. Afr. j. educ. [online]. 2015, vol.35, n.3, pp.1-12. ISSN 2076-3433.  http://dx.doi.org/10.15700/SAJE.V35N3A1080.

This study employed the survey design on a purposive sample of 100 English Second Language (ESL) teachers from Swaziland and South Africa's Eastern Cape Province, to investigate the extent to which they accessed, utilised and conducted research to better their practice. A survey questionnaire and follow-up structured interviews generated quantitative and qualitative data. Findings pointed to grossly restricted physical and intellectual access to research findings and correspondingly low engagement with, and in research, by teachers. Respondents attributed this to inaccessible and inapplicable research, the nature of the school system, which is characterised by conservative examinations and leadership, time and material resource constraints, as well as inadequate teacher preparation and support. Recommendations for improving teacher knowledge, school support system, as well as accessibility and relevance of research are proffered to provide incentives for teachers' study, actualisation and generation of research findings to inform classroom practice.

Palabras clave : academic researcher; conducting research; teacher as consumer; teacher as researcher; utilising research.

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