Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers’ Perceptions DOI
Benjamín Cárcamo, Bernardo Pino,

Christopher P. Johnson

et al.

Journal of Latinos and Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 23

Published: Nov. 28, 2024

In today's higher education, universities demand teachers active in research, aligning with their shift toward research-oriented interests. However, academics working at a university an educational background might encounter obstacles when engaging research due to the reported tension between teaching and research. This study presents case conducted recently transitioning focus, aiming attain certification as institution within next five years. We initial survey English Foreign Language (EFL) of Institute explore perceptions involvement Additionally, we used results identify stage researchers. in-depth interviews based on Activity Theory them understand experience negotiating identities Our findings suggest that although value they face significant obstacles, such time constraints lack preparation. The interviewed exhibit engagement, possibly factors like mentoring during postgraduate studies participation research-fostering community practice institution; however, these are not enough for succeed endeavor.

Language: Английский

Language, people, classrooms, world: Blending disparate theories for united language education practices DOI Creative Commons
Masatoshi Sato, Steven L. Thorne, Marije Michel

et al.

Modern Language Journal, Journal Year: 2025, Volume and Issue: 109(S1), P. 15 - 38

Published: Jan. 1, 2025

Abstract With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge empirical evidence from different schools of thought in the field second language (L2) learning teaching—namely, instructed acquisition, generative linguistics, an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences our methodological perspectives on how conduct research, we are united two fronts: First, believe researchers with differing commitments can should work together advance L2 research. Second, beliefs potentially limited relevance those who will implement pedagogical suggestions, is, practitioners. In article, first present individual regarding teaching (Perspective 1 by Michel Sato, Perspective 2 Alexopoulou, 3 Thorne Hellermann). final section unite voices prioritizing educational practices upon which agree, including fact all learners bring their backgrounds into classroom, necessity use for learning, role education people's overall quality life.

Language: Английский

Citations

7
Navigating the research–practice relationship: Professional goals and constraints DOI
Masatoshi Sato

Language Teaching, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 16

Published: Dec. 14, 2023

Abstract In this article, which is based on my AAAL 2023 plenary talk, I argue that researchers may be contributing to widening the never-ending gap between research and practice. At least, there such a possibility given researchers, including myself, have rarely investigated their own beliefs practices related classroom teaching. first part, overview of research–practice relationship problematize epistemological clash two groups professionals, is, teachers researchers. second focus as profession who significant potential in education. third share concrete ways tackling researchers' obstacles communicating with practitioners if, when, they wish useful for real-world education, including: (a) adjusting nature research, (b) improving communication methods. conclusion, propose model can more equitable, effective, mutually beneficial.

Language: Английский

Citations

14
Professional identity of public librarians, archivists and museum professionals in five European countries DOI
Mahmood Khosrowjerdi, Jamie Johnston, Kerstin Rydbeck

et al.

Journal of Documentation, Journal Year: 2024, Volume and Issue: 80(6), P. 1570 - 1596

Published: July 9, 2024

Purpose The purpose is to investigate the professional identity of public library, archive and museum (LAM) professionals in Denmark, Germany, Hungary, Norway Sweden. Design/methodology/approach data have been gathered through administration three questionnaires. A comprehensive analysis conducted explore variations professionals’ perceptions their proximities other LAM professions related professions, considering demographic factors such as age, education, gender immigrant background participants. Findings Through a lens micro- macro-professional identities, findings underscore both clearly perceived role separation between notable points convergence, suggesting opportunities for collaborative efforts. implications these discoveries are discussed, offering foundation future research endeavors. Originality/value study highlights most least similarity LAMs based on questionnaire responses, providing valuable insights into interplay various domains.

Language: Английский

Citations

4
From Research Reading and Doing to Research Use: Tracking Trajectories of Becoming Research-Informed Second Language Teachers DOI Creative Commons
Mehrdad Hosseini, Vahid Bahrami, Kenan Dikilitaş

et al.

System, Journal Year: 2024, Volume and Issue: 125, P. 103445 - 103445

Published: Aug. 14, 2024

Despite the crucial role of teachers in connecting research to classroom practices, very little is known about processes research-informed practice through their reading, doing, and use research. Also largely unknown how potential interconnections among these activities could influence teachers' evaluations relevance sustainability practice. This study, therefore, explores trajectories adopting Relying on an ecological theoretical lens a narrative case study approach, we collected data from three in-service EFL using in-depth individual interviews, multiple follow-ups, teacher-generated logs, researcher-made analytic memos. Data analysis revealed specific starting conditions (e.g., subject-matter explorations) for development rudimentary familiarity, turning moments developmental thresholds) giving rise more sophisticated reception, bottlenecks disciplinary identity) sustained involvement research-informed-practice teachers. Furthermore, top cyclical links research, found perceived signature patterns reading (i.e., empirical papers), doing action research), or successful application) each teacher, as evidence threshold crossing. Implications theory professional development, policymaking, including key prerequisites that must be provisioned prepare practice, are discussed.

Language: Английский

Citations

2
Creating and sustaining a platform for researchers and teachers to communicate: an example of TESOLgraphics DOI Creative Commons
Masatoshi Sato, Sin Wang Chong, Tasnima Aktar

et al.

Innovation in Language Learning and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 11

Published: Sept. 27, 2024

Language: Английский

Citations

2
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs DOI
Jie Bao, Guangwei Hu, Dezheng Feng

et al.

System, Journal Year: 2024, Volume and Issue: unknown, P. 103514 - 103514

Published: Oct. 1, 2024

Language: Английский

Citations

1
(Re)Examining the research–practice interface: International perspectives, multiple methods, persistent challenges, and novel directions DOI Creative Commons
Hyun‐Bin Hwang, Matthew D. Coss, Masatoshi Sato

et al.

Language Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 7

Published: Oct. 23, 2024

An abstract is not available for this content. As you have access to content, full HTML content provided on page. A PDF of also in through the 'Save PDF' action button.

Language: Английский

Citations

0
Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers’ Perceptions DOI
Benjamín Cárcamo, Bernardo Pino,

Christopher P. Johnson

et al.

Journal of Latinos and Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 23

Published: Nov. 28, 2024

In today's higher education, universities demand teachers active in research, aligning with their shift toward research-oriented interests. However, academics working at a university an educational background might encounter obstacles when engaging research due to the reported tension between teaching and research. This study presents case conducted recently transitioning focus, aiming attain certification as institution within next five years. We initial survey English Foreign Language (EFL) of Institute explore perceptions involvement Additionally, we used results identify stage researchers. in-depth interviews based on Activity Theory them understand experience negotiating identities Our findings suggest that although value they face significant obstacles, such time constraints lack preparation. The interviewed exhibit engagement, possibly factors like mentoring during postgraduate studies participation research-fostering community practice institution; however, these are not enough for succeed endeavor.

Language: Английский

Citations

0