2015 Volume 13 Pages 97-117
This paper is explorative “action research” cooperating “educator” and “researcher” who are standing different position. Recently, Hosokawa and Miyo (2015) set up the theory of “action research” in language and cultural education based on Parker (2008). It has assumption that “educator” and “researcher” are same person in the practice. But we also have the situation that they have different role (divided “educator” and “researcher”) in the practice. In addition, the perspective of “meaning of practice for learners” is very important for academic ability and assessment of practice in recent years. But most of papers of this theme, they are researched as a survey. Therefore it little contribute to improvement of practice. This article find out about the impact of “educator” and “researcher” talking with educator’s former students they are in high school today in “round-table talk”. And we discuss the possibility of action research cooperating “educator” and “researcher”.
