Donald Freeman is a professor at the School of Education, University of Michigan, where his work focuses on designing and documenting new approaches to large-scale improvements in language teaching that support the work of classroom language teachers. For 25 years, he was on the graduate faculty at the School for International Training, where he chaired the Department of Language Teacher Education, and founded and directed the Center for Teacher Education, Training, and Research. He is author of several books on language teacher education, most recently Educating Second Language Teachers: The ‘same things done differently’. He is senior consulting adviser on ELTeach, an on-line professional development program, and editor of the professional development series, TeacherSource.  Freeman has been president of TESOL, and a member the International Advisory Council for Cambridge English.

1. Starting Anew 2. Framing the Teacher-Research Cycle 3. Carnival Rides 4. Forming an Inquiry 5. Collecting and Analyzing Data 6. Researching Teaching Continued 7. Going Public 8. Beyond the Cycle

• 1. Starting Anew2. Framing the Teacher-Research Cycle3. Carnival Rides4. Forming an Inquiry5. Collecting and Analyzing Data6. Researching Teaching Continued7. Going Public8. Beyond the Cycle

Donald Freeman is a professor at the School of Education, University of Michigan, where his work focuses on designing and documenting new approaches to large-scale improvements in language teaching that support the work of classroom language teachers. For 25 years, he was on the graduate faculty at the School for International Training, where he chaired the Department of Language Teacher Education, and founded and directed the Center for Teacher Education, Training, and Research. He is author of several books on language teacher education, most recently Educating Second Language Teachers: The ‘same things done differently’. He is senior consulting adviser on ELTeach, an on-line professional development program, and editor of the professional development series, TeacherSource.  Freeman has been president of TESOL, and a member the International Advisory Council for Cambridge English.

1. Starting Anew 2. Framing the Teacher-Research Cycle 3. Carnival Rides 4. Forming an Inquiry 5. Collecting and Analyzing Data 6. Researching Teaching Continued 7. Going Public 8. Beyond the Cycle

• 1. Starting Anew2. Framing the Teacher-Research Cycle3. Carnival Rides4. Forming an Inquiry5. Collecting and Analyzing Data6. Researching Teaching Continued7. Going Public8. Beyond the Cycle

Donald Freeman is a professor at the School of Education, University of Michigan, where his work focuses on designing and documenting new approaches to large-scale improvements in language teaching that support the work of classroom language teachers. For 25 years, he was on the graduate faculty at the School for International Training, where he chaired the Department of Language Teacher Education, and founded and directed the Center for Teacher Education, Training, and Research. He is author of several books on language teacher education, most recently Educating Second Language Teachers: The ‘same things done differently’. He is senior consulting adviser on ELTeach, an on-line professional development program, and editor of the professional development series, TeacherSource.  Freeman has been president of TESOL, and a member the International Advisory Council for Cambridge English.

1. Starting Anew 2. Framing the Teacher-Research Cycle 3. Carnival Rides 4. Forming an Inquiry 5. Collecting and Analyzing Data 6. Researching Teaching Continued 7. Going Public 8. Beyond the Cycle

• 1. Starting Anew2. Framing the Teacher-Research Cycle3. Carnival Rides4. Forming an Inquiry5. Collecting and Analyzing Data6. Researching Teaching Continued7. Going Public8. Beyond the Cycle