Ripensare la didattica delle lingue attraverso la ricerca azione

This study explores the concept of ‘quality teacher’ by placing the idea of language teacher training within the paradigm of Action Research (AR). The first section of the study delineates an AR taxonomy, emphasizing the 'mixed methods' approach—incorporating direct and participant observations—to mitigate classroom disruption and analyse some of the variables that occur with students during lessons, for example, learners' affective filters. The second part introduces different research designs and functional tools for data elicitation and monitor critical classroom situations. Finally, the paper provides professionals with a methodological framework to transform classroom experience into evidence-based, and critically informed pedagogical excellence.