Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Evaluating co-production as a guiding philosophy for EAP teacher training course development
AU - Mazgutova, Diana
AU - Brunfaut, Tineke
AU - Muradkasimova, Kamola
AU - Khodjieva, Rano
AU - Qobilova, Gulhayo
AU - Yunusova, Aziza
PY - 2022/5/31
Y1 - 2022/5/31
N2 - This paper considers the research philosophy of co-production for use in the field of EAP, where it has been little utilised as a guiding principle for research and development projects. The central question to be addressed is the appropriacy of co-production in a specific setting, and the challenges and benefits it brings to the research process. For projects situated in settings that are relatively unfamiliar to professional researchers, co-production provides a promising framework to i) ensure diversity of contextually appropriate perspectives, ii) engender collaboration and egalitarianism, iii) build capacity for action, and iv) engage with and bring together the community to work towards a common goal. We explored the potential of co-production through a project aiming to improve EAP teaching quality in tertiary education in Uzbekistan. The project was designed and implemented by one UK-based and four Uzbekistan-based team members who trained tertiary-level teachers to better instruct EAP, and it successfully reached approximately 300 teaching professionals across Uzbekistan. We detail how co-production brought value to the project but also ways in which it could not be fully implemented. We intend this paper to be an introduction to the application of co-production, through which others in EAP can explore its exciting possibilities.
AB - This paper considers the research philosophy of co-production for use in the field of EAP, where it has been little utilised as a guiding principle for research and development projects. The central question to be addressed is the appropriacy of co-production in a specific setting, and the challenges and benefits it brings to the research process. For projects situated in settings that are relatively unfamiliar to professional researchers, co-production provides a promising framework to i) ensure diversity of contextually appropriate perspectives, ii) engender collaboration and egalitarianism, iii) build capacity for action, and iv) engage with and bring together the community to work towards a common goal. We explored the potential of co-production through a project aiming to improve EAP teaching quality in tertiary education in Uzbekistan. The project was designed and implemented by one UK-based and four Uzbekistan-based team members who trained tertiary-level teachers to better instruct EAP, and it successfully reached approximately 300 teaching professionals across Uzbekistan. We detail how co-production brought value to the project but also ways in which it could not be fully implemented. We intend this paper to be an introduction to the application of co-production, through which others in EAP can explore its exciting possibilities.
KW - EAP
KW - English for Academic Purposes
KW - Teacher training
KW - Needs analysis
KW - Co-production
KW - Co-construction
KW - Course development
U2 - 10.1016/j.jeap.2022.101098
DO - 10.1016/j.jeap.2022.101098
M3 - Journal article
VL - 57
JO - Journal of English for Academic Purposes
JF - Journal of English for Academic Purposes
SN - 1475-1585
M1 - 101098
ER -