A hands-on experience of English language teachers as researchers

Yaylı, Demet

doi:10.1080/13664530.2012.688680

Cited by 11 publications

(6 citation statements)

References 23 publications

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“…Research engagement may be affected and dependent on institutional support, teacher preparation (see Banegas, 2017), teacher motivation (see Dörnyei & Ushioda, 2011), and teacher-researcher identity (see Xu, 2014) and power. For example, in a study conducted with four efl teacher-researchers in Turkey, Yayli (2012) concludes that the unequal distribution of power between researchers and teachers may have a negative impact on teacher research engagement. In this regard, studies on teacher research should examine teachers' views of researchers.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

Banegas¹

2018

Profile: Issues Teach. Prof. Dev.

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This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.Key words: Agency, research engagement, teacher development, teacher research.El presente artículo investiga las concepciones de investigación sostenidas por docentes de inglés como lengua extranjera en Argentina. Los datos cuantitativos de 622 participantes obtenidos a través de un cuestionario fueron seguidos por datos cualitativos de entrevistas en línea a 40 participantes. Los resultados muestran que los docentes conceptualizaron a la investigación a través de nociones convencionales cercanas a un paradigma cuantitativo. Los participantes reflejan una posición marginal para con la investigación. La falta de tiempo es la razón principal para no involucrarse en investigación docente. El desarrollo profesional, la agencia, el empoderamiento y la autonomía pueden ser explorados para involucrar a los docentes en formas de investigación, tales como la investigación-acción que les resulten significativas.Palabras clave: agencia, desarrollo docente, investigación docente, participación en investigación.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

Banegas¹

2018

Profile: Issues Teach. Prof. Dev.

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“…They reported a university professor could help them in this process by offering expert opinion on such issues. Similarly, in a study carried out by Yayli (2012), it was found out that conducting research presents challenges to teachers especially at phases such as data analysis and interpretation, and they require assistance to overcome such challenges. In CPD models such as LS, this process can be facilitated through mediators who, as suggested by Ur (2016), might be experienced teachers or teacher trainers having enough time to read research articles, and share insights with teachers, and thus making research accessible to them.…”

Section: Discussionmentioning

confidence: 99%

Uygulamada Ders İmecesi: Yabancı Dil Olarak İngilizce Öğretmenleri Üzerine Bir Çoklu Durum Çalışması

Bayram¹,

Canaran²

2020

BUEFAD

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Traditional professional development efforts aimed at changing teacher behavior through seminars sometimes fall short of meeting contextual needs of schools and teachers. Contemporary professional development points to a change in this ‘training’ perspective, and acknowledges professional development as a complex undertaking grounded in active teacher participation. Lesson Study can respond to the demands of this paradigm shift, yet its adoption in English as a Foreign Language (EFL) contexts is limited. This multiple-case study aimed at exploring the Lesson Study process experienced by EFL teachers in a Turkish higher education context. Potential benefits of the model and what might prevent its effective implementation were investigated. Participants were 20 EFL teachers. Data from reflective reports, interviews and a questionnaire were analyzed through cross-case analysis. Results showed Lesson Study provided a collaborative learning environment, and improved teachers’ knowledge-in-practice. However, teachers’ misconceptualizing Lesson Study and lacking support mechanisms were detected among potential pitfalls. To accommodate teachers’ professional development needs, schools should adopt practices recognizing their potential as researchers, reflective practitioners, and change agents. It would be helpful to encourage teachers to experiment with Lesson Study, using it as a catalyst for change and benefiting from its advantages to teacher learning.

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“…The preparation of teachers, the support of institutions (Banegas, 2017), the motivation of teachers (Dörnyei & Ushioda, 2011), and the identity of the teacher-researcher can affect the research engagement (Xu, 2014). A study in Turkey concluded that teacher research engagement might negatively affect researchers and teachers if there is no balance (Yayli, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Lecturers’ Perceptions of Action Research and Current Challenges

Behforouz¹,

Ghaithi

Weshahi³

2023

IJLTER

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Understanding the research concept, its obstacles, and motivation is necessary to provide better academic services and opportunities for teachers less active in conducting research. To this end, 40 lecturers from an English Language Center with various qualifications and adequate teaching experiences in the Omani EFL context were selected as the population of this study. A questionnaire initially designed by Borg (2009) to measure/gauge? lecturers' views on research was used to collect the data. The findings revealed that the lecturers showed lower levels of research engagement due to problems such as a lack of methodological knowledge, heavy teaching loads, and unclear job specifications. In addition, objectivity was considered an essential criterion while conducting research, and published materials on the Internet were stated to be the primary source of reading about language-related resources. They also believed that conducting research would only moderately affect their teaching techniques. The findings of this study should help reduce the concerns and obstacles among lecturers and engage them more in the research area by focusing on the problems and facilitating the use of accessible resources to encourage them to conduct more research studies. Policymakers, managers, institutions, and teachers play essential roles in the new way of developing curricula, which considers teachers as researchers.

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A hands-on experience of English language teachers as researchers

Cited by 11 publications

References 23 publications

Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

Uygulamada Ders İmecesi: Yabancı Dil Olarak İngilizce Öğretmenleri Üzerine Bir Çoklu Durum Çalışması

Lecturers’ Perceptions of Action Research and Current Challenges

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