摘要：This study describes the design and results of a descriptive and explorative case study into the development of professional knowledge by pre- and in-service teachers through collaborative research in an English as a Foreign Language (EFL) setting. Studies have shown that teacher research has a profound effect on those who have done it, in some cases transforming classrooms and schools. It has been found to facilitate teachers' critical thought, boost teachers' self-esteem, and increase their awareness of students' needs. Yet, it has been observed that neither pre- nor in-service teachers of English can do much research in Turkey. The main reason is that pre-service teachers generally cannot get permission from schools for research, and in-service teachers do not have sufficient time and training to conduct research. Thus, the impetus for this study came from the belief that if pre- and in-service teachers are encouraged to collaborate for research, both parties will benefit. Ten pre-service and ten in-service teachers participated in this study. After being provided with relevant theoretical knowledge on research, they collaborated and conducted their research in in-service teachers' classes. It was found that participating in collaborative action research gave teachers from both groups a framework for systematically observing, evaluating, and reflecting on their L2 teaching practices. They also gained an understanding of the importance of collaboration.
关键词：EFL, ESL, professional development, INSET, collaboration, action research, Turkey, teacher education, Turkish language education, research mentoring, classroom research
