How can teachers best be encouraged to engage with research – published and their own practitioner inquiry?

Abstract

Research can be defined as the act of searching for answers to those questions that an individual believes are worth answering. It can provide English language teachers with a means of exploring the questions they might have about the events that take place in the classroom. In this sense, it is a way of acquiring knowledge about language teaching and learning, knowledge that in certain cases they can construct for themselves without needing to rely on the expertise of those outside the classroom. While there are many kinds of professional development opportunities that language teachers can take advantage of, research can be a highly beneficial form of growth because the knowledge that it makes possible is in most cases instantaneously and practically useful for those at the chalkface. What teachers learn through research can be relevant to their pedagogical concerns and to the needs of their learners. However, for this potential to be adequately exploited, teachers require support with how they can position themselves as research-engaged professionals. Based on insights gained through primary and secondary research, this guide aims to provide teacher educators with a brief overview of how they can support language teachers to engage with published research and to do research in their own educational contexts. While both aspects of teacher research engagement are important, just like any other form of professional development, to be effective in the long term, they rely on teachers voluntarily wanting to participate in these activities and on several conditions being in place for them to do so. This guide discusses the knowledge and skills that teacher educators can focus on so that teachers are better able to benefit from research, and it also indicates other requirements for effective teacher research engagement.