Meta-action research with pre-service teachers: a case study

Castro, Luis S. Villacañas de; Sebastián, Luis

doi:10.1080/09650792.2014.904237

Cited by 6 publications

(9 citation statements)

References 12 publications

(10 reference statements)

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“…Such an exploration could thus offer benefits to teachers and teacher educators to better understand how emotions feature in AR and more importantly how emotions could be employed for contributing to teachers' professional growth in short and long terms. In this vein, our understanding of AR, thus, resonates with the recent scholarship (e.g., Banegas & Villacañas de Castro, 2019; Villacañas de Castro, 2014, 2020) in situating AR against the role of power and discourse in educational work (i.e., emotion labor), yet with a focal attention to how the process of AR is inflected with emotion work, as the under‐explored agendum in this line of thinking and research. The present study aimed to fill this gap by reporting on four Iranian English language teachers' engagement in AR, addressing the following question:…”

Section: Literature Reviewsupporting

confidence: 74%

“…The literature of AR shows that researchers and more specifically teacher educators play a key role in the way AR unfolds in practice and in how teachers view their AR engagement (e.g., Villacañas de Castro, 2014; Yuan & Burns, 2017). In line with this understanding, we explain our positionality to elucidate the whole process of the study.…”

Section: Methodsmentioning

confidence: 99%

“…Such a quest for embracing sociocultural particularities in the context of AR has been effectively employed by recent scholarship on AR (e.g., Banegas & Villacañas de Castro, 2015, 2019; Villacañas de Castro, 2014, 2020; Villacañas de Castro & Banegas, 2020). This recent and emerging line of thinking and research has the principle that “social practices” (Villacañas de Castro & Banegas, 2020, p. 1) form the ontological underpinnings of AR, which was also empirically corroborated in the study by Villacañas de Castro (2014) in dealing with academic, conceptual, and socioeconomic obstacles of a professional development course, as ameliorated by AR, and resulted in better mutual understanding in the course. Such perspectives also informed our study, as we show later.…”

Section: Literature Reviewmentioning

confidence: 99%

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Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

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Over the past decades, research on language teachers' engagement in action research (AR) and more recently on their emotion labor has exponentially grown. However, little research is available on how AR and emotion labor intersect to shape language teacher professional development. This study addressed this gap by reporting on how four Iranian English language teachers used emotion labor as professional development work during participation in an AR project. Data were collected from reflective journals and classroom observations as well as the associated postclass discussions during the enactment of AR, and from interviews at two junctures in time, once during the course and once longitudinally after six and 12 months. Data analyses revealed that the teachers used AR as a mechanism for minimizing the gap between their internal feelings and external expectations, and gradually developed the identity of a teacher–researcher by using the affordances emotion labor provided. Moreover, the teachers retrospectively developed emotional learning, which facilitated their response to institutional expectations in the short term and to the professional discourses of teaching in the long term. We conclude the paper with implications for teacher education to better understand how emotions feature in AR and how emotion labor could be employed for AR‐induced professional development.

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Section: Literature Reviewsupporting

confidence: 74%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

2023

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“…Teacher research can encompass action research (Burns, 2010;Dikilitaş & Griffiths, 2017) and exploratory practice (Allwright & Hanks, 2009;Hanks, 2017) and it is used as continuing professional development in Latin American countries such as Argentina (Banegas, Pavese, Velázquez, & Vélez, 2013), Brazil (Seixas Vial & Kurtz de Souza Welp, 2015, Chile (Burns, Westmacott, & Hidalgo Ferrer, 2016;Smith, Connelly, & Rebolledo, 2014), Mexico (Roux & Mendoza Valladares, 2014) and in other countries, for example Australia (Edwards & Burns, 2016b), China (Wang & Zhang, 2014;Yuan et al, 2016), or Turkey (Wyatt & Dikilitaş, 2015). Previous research reports how future teachers (Villacañas de Castro, 2014) and practising teachers engage in action research to bridge the so-called gap between theory and practice and produce context-responsive answers to their classroom concerns (Edwards & Burns, 2015).…”

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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“…ALAR in graduate programs has proven to be an effective means to achieve high levels of personal growth when an integrated joint learning process between teachers and students is implemented (Villacañas de Castro, 2014). Additionally, several research studies have revealed the benefit of introducing the ALAR process in a practical, linear manner, providing step-by-step instructions, along with observing the organic, free-flowing process of ALAR (i.e.…”

Section: Alar For Development Of Leadership Capabilitiesmentioning

confidence: 99%

Supporting the development of program leaders in higher education: An action research case study

Delaney

Stewart

Cameron

et al. 2020

Australian Journal of Career Development

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The higher education (HE) landscape continues to grow in complexity; thus, there is a need to improve the understanding of leadership in this context. This action research (AR) study was undertaken in a multi-disciplinary context of an Australian university to develop and evaluate an action learning (AL) project promoting leadership practice. An overview of AL is provided to situate the case study methodology and to demonstrate how it is used to develop leadership capabilities and benefit ‘team learning’. The findings support the development of AR programs for leaders in the ever-changing environment of HE. The need for an understanding of what leadership is, the development of a learning community and the articulation of the learning processes are seen as essential to support leaders in their development. Leaders not only need to be reflective but also require a safe and trusting environment to support their quest for career progression, grants and awards.

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Meta-action research with pre-service teachers: a case study

Cited by 6 publications

References 12 publications

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research

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

Supporting the development of program leaders in higher education: An action research case study

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