scholarly journals EFL Teacher Research Engagement in a Korean Context

2017 ◽  
Vol 31 (1) ◽  
pp. 1-34
Author(s):  
김정인
Keyword(s):  
Teacher Research ◽  
Research Engagement ◽  
Efl Teacher

scholarly journals EFL teacher research engagement: Towards a research-pedagogy nexus

2020 ◽  
Vol 7 (1) ◽  
pp. 1840732
Author(s):  
Awad Alhassan ◽  
Holi Ibrahim Holi Ali
Keyword(s):  
Teacher Research ◽  
Research Engagement ◽  
Efl Teacher

Promoting EFL Teacher Research Engagement through a Research Support Programme

RELC Journal ◽  
2017 ◽  
Vol 48 (3) ◽  
pp. 389-404 ◽  
Author(s):  
Faisal Al-Maamari ◽  
Kamla Al-Aamri ◽  
Samar Khammash ◽  
Munira Al-Wahaibi
Keyword(s):  
Teacher Research ◽  
Research Support ◽  
Research Engagement ◽  
Support Programme ◽  
Efl Teacher

Language teacher research engagement

2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg
Keyword(s):  
Professional Practice ◽  
Teacher Research ◽  
Language Teaching ◽  
Language Teachers ◽  
Research Knowledge ◽  
Language Teacher ◽  
Reading Research ◽  
Professional Activities ◽  
Research Engagement ◽  
Educational Literature

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

Teacher Satisfaction, Research Engagement, and the Conceptualization of Research From In-Service English Teachers' Perspectives

2019 ◽  
pp. 218-230
Author(s):  
Mehmet Sercan Uztosun
Keyword(s):  
Job Satisfaction ◽  
Quantitative Data ◽  
Teacher Research ◽  
Teacher Satisfaction ◽  
English Teachers ◽  
Descriptive Statistics ◽  
Online Questionnaire ◽  
Reading Research ◽  
Research Engagement ◽  
Teachers Perspectives

This chapter reports a mixed-methods study that aimed to explore in-service English teachers' job satisfaction and research engagement in Turkey and reveal whether these two constructs are related. The study also attempted to understand reasons behind the frequency of teacher research engagement. The data were collected from 2,476 teachers through an online questionnaire. The quantitative data was analysed using descriptive statistics, and Pearson's correlations; the qualitative data were analysed through content analysis. Most of the participants were satisfied with being teachers but were not satisfied with their teaching practices. Positive correlation was found between reading research, doing research, and job satisfaction. The frequencies of doing research and reading research were not in agreement, in that participants reported to do research more frequently than they read research. Participants equated doing research with studying English. This shows that most in-service English teachers are not aware of the construct teacher as a researcher.

scholarly journals Exploring Intersections of Work Intensity and Professional Learning: Female Teachers’ Responses to Research Engagement as Professional Learning

2020 ◽  
Vol 44 (10) ◽  
pp. 66-85
Author(s):  
Jennifer Mitton-Kukner, St. Francis ◽  
Keyword(s):  
Professional Learning ◽  
Time Use ◽  
Teacher Research ◽  
Work Intensity ◽  
Research Experiences ◽  
Research Engagement ◽  
Female Teachers ◽  
Research Activities ◽  
Cultural Expectations ◽  
Professional Responsibilities

Much research has focused upon the promise of teacher research engagement as a form of professional learning. Yet, little scholarship has looked closely at how female teachers juggle research engagement alongside personal and professional responsibilities. This inquiry into the research experiences of two mid-career teachers provides an up-close look at the ways they attempted to sustain engagement over a three-year period. Attending closely to participants’ accounts of time use, as they engaged in research activities, sheds light upon the presence of socio-cultural expectations, in these instances, constraining their efforts and, arguably, impacting the depth of their professional learning.

Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative

2021 ◽  
Vol 44 (1) ◽  
pp. 35-53
Author(s):  
Yuting Han
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Teacher Research ◽  
Teacher Educators ◽  
Research Participation ◽  
Research Practice ◽  
Research Engagement ◽  
Personal Interaction ◽  
Over Time ◽  
Autobiographical Narrative

AbstractEFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’ s research efficacy. The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support, and research participation. The study sheds light on teacher educators and EFL preservice teachers, with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.

Sign in / Sign up

Export Citation Format

Share Document