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The paucity of English teachers in Namibia's research output as well as practicing the scholarship of teaching and learning has been noticed and noted. Therefore, the purpose of this study is to evaluate the views of English teachers in the Kalahari Circuit in the ||Kharas Region in Namibia on the effect of an intervention to enhance their willingness to conduct research and publish. The study used a questionnaire to collect qualitative and quantitative biographical data from the participants. The quantitative data were analysed using simple description while qualitative data were analysed using Renner and Tylor-Powell's five steps for analysing narratives. The study revealed that, after participating in the research workshop, English teachers showed confidence to conduct research and publish their work. Furthermore, the participants suggested that the workshop should include all teachers, who need support from the agents in education. It was also found that the duration of the workshop should be extended and resources should be availed to teachers to conduct research for publication. The study recommended that this training should be rolled out to other regions while broadening the target scope.

Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback does not achieve desired results, faculty must evaluate their feedback practices; they may be unaware of underlying features that hinder feedback effectiveness. In this paper, a long-time instructor of first-year college composition (FYC) interrogates her own feedback practices using tools from the specialization dimension of Legitimation Code Theory (LCT, Maton, 2014; Maton, 2016a; Maton, 2016b). A translation device (Maton & Chen, 2016) connecting feedback data to LCT concepts was constructed to code responses to 105 student drafts. Subsequent analysis reveals that knowledge codes, which legitimate student achievement through the demonstration of specialized knowledge and skills, predominate in the feedback. Comments foregrounding the student writers' dispositions, intentions, and agency occur much less frequently. From these results, the instructor identifies potential barriers to student feedback uptake, including code mismatches and code confusion, which may be mitigated through adjustments to written responses and classroom instruction.

Teaching in secondary education is mostly grounded in the practical wisdom of teachers. In general, teachers have limited knowledge of, access to, and interest in insights from scholarly work. Teacher research might be a way to move beyond practical wisdom as the only basis for good teaching. This study aimed to explore whether teacher research can encourage teachers' learning process as professionals, improve teaching practices, and generate knowledge about these practices. Participants were 44 experienced secondary school teachers in the Netherlands following a 2-year Master of Science professional development program on teaching and learning. Data was gathered using questionnaires, learner reports, a group interview, and participants' master theses. Thematic analyses of the combined data sources showed that the teachers report significant changes in the way they teach and think about teaching: they mentioned that they learned to take different perspectives when they are confronted with problems in their teaching and they reported being more focused in their teaching practice on what they want to change in their teaching. Concerning the third aim of generating knowledge, they mentioned challenges that are common for starting researchers such as how to formulate a researchable question, how to select relevant literature, how to deal with peer review, and how to perform situated generalization. We discuss what kind of educational research is valuable for teachers as learning professionals in secondary schools.

Departmental writing retreats for academics in higher education are one of the strategies used to enhance publication outputs and information sharing as well as the development of research discourse. Using a collaborative autoethnographic reflexivity approach, the aims of this consolidative analysis were to identify the attributes that the participants (seven Mathematics Education researchers) regarded as effective in the online writing retreat and examine the components of the writing retreat that facilitated publication output. This paper employs Wenger's Community of Practice as the theoretical frame to critically evaluate reflective experiences from the online writing retreats. Fairclough's Critical Discourse Analysis was used to analyse reflective experiences. The analysis unearthed many personal research needs and some of the key elements of the writing retreat that were regarded as conducive to fast tracking and advancing publication outputs. The elements I focus on in this paper are protected quality time and space to write; formation of a community of practice and attending to reviewers' post-review comments. The contention is that researchers can achieve greater publication outputs for their departments and organisations during the writing retreats, particularly when provided with critical and formative feedback on their writing. Further research should be conducted to explore and examine researchers' experiences of attending the writing retreats, especially using online platforms, as well as understanding the elements of writing retreats that advance the publication outcomes.

This study explored 8 high school science teachers' experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration of the program allowing teacher participants to become active members of research. Results showed that participants used three major lenses to understand their research experience: "self as educator," "self as learner," "self as researcher." The use of overlapping lenses provided participants with the impetus to change beliefs about science and research practices in their classrooms. Ample time and collaboration in professional development is critical to changes in beliefs about science instruction.

This research aims to develop ECARsites, an online site designed to support data-related activities in science learning and to facilitate the implementation of data, computational thinking (CT), and self-directed learning (SRL) practices in a more contextualized and relevant way for students. The approach used design-based research (DBR) methods, focusing on developing high-quality learning products or systems that meet user needs. The study was conducted at MA X in Magetan, Indonesia, involving four middle school science teachers and eighteen middle school students. The research findings showed that DBR can be an effective method of professional development for science teachers, focusing on developing relevant and contextual innovations for students. Integrating data practices, CT, and SRL frameworks into the DBR process facilitated the development of students' scientific thinking skills, leading to a more immersive and appropriate science education for today's digital age. The study highlights the importance of using real data in teaching, involving students in data processing, and supporting teachers in designing and implementing data-driven learning. The study also emphasizes the importance of effective professional development in computational thinking and self-directed learning and the need for investment in long-term professional development programs to prepare teachers for an increasingly technology-dependent world of education.

The study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussions from teachers of English as a foreign language at three Ethiopian public universities. The results showed that the teachers who did action research gained knowledge and skills for the betterment of themselves and their practices in various ways. The instrumental role of action research for enhancing the teachers' learning experiences, knowledge, skills, thinking, and teaching practices, as well as their students' learning, were highly valued by the teachers. A Pearson's correlation analysis showed there was a positive association between the teachers' actual practice of action research and their change (r = 0.38, P < 0.025). Action research and change progressed in the same direction. As the P-value was low (< 5%), the influence of chance was unlikely, and the obtained correlation coefficient was statistically significant. The results imply that action research as a practical philosophy of teachers is a powerful tool for personal and professional development for those who engage in the process and who have a stake in the results. This calls for revitalizing action research as part of teaching and learning, wherein teachers are empowered and committed to take initiative and base their teaching on action research results for the purpose of transforming themselves, their practices, and their learners.

Bringing Research into the Classroom (BRIC) engaged rural K-12 science teachers in sustained, mentored science research. BRIC's goal was to equip teachers with the knowledge, skills, and dispositions to provide high-quality biomedical research opportunities for K-12 students and teachers. Programmatic elements included authentic, place-based, microbiology outreach in K-12 classrooms, summer teacher research academies focused on content knowledge and research, and a capstone symposium. Over 9,000 Montana students collected and tested environmental samples to isolate new-to-science bacteriophages (viruses that infect bacteria). University scientists, faculty, and students mentored K-12 teachers and students during classroom outreach visits and teacher research academies. BRIC aimed to increase teacher and student bacteriophage content knowledge and research skills through meaningful, mentored research projects. BRIC researchers hypothesized greater program impacts from intensive teacher professional development combined with classroom outreach, compared to classroom outreach visits alone. Program evaluation compared two cohorts of teachers, which each received all programmatic elements through a four-year, staggered rollout. Teachers and students were assessed for gains in knowledge, skills, and science attitudes. A subset of our evaluation instruments and outcomes, program dissemination, lessons learned, and recommendations for replicating the BRIC model are discussed.

From its conception in Australia, subject 'English' has been considered central to the curriculum. The English literature strand in the curriculum does not stipulate specific texts but is more explicit regarding what should be considered as an appropriate 'literary text'. Curriculum documents emphasise the need for texts to have cultural and aesthetic value whilst suggesting that English teachers include texts that are chosen by students, texts from Asia, and texts by Aboriginal and Torres Strait Islander authors. Despite this, the influences of British colonisation manifests in Australian English teachers' text selection as they continue to choose texts from the 'canon'. This paper is framed by Rigney's principles of Indigenism and Indigenous Standpoint Theory (1999; 2017) and will draw on my own lived experience -- as an Aboriginal student, English teacher, and now researcher -- to examine the presence of colonialism in English and the consequent subordination of Indigenous perspectives. This paper will suggest some of the ramifications of prioritising colonial texts while teaching and learning on Aboriginal land and investigate how the construction of subject English could feel assimilative to Indigenous people. I will explore this by using my own experience of learning William Shakespeare's 'Othello' as a student and of teaching Doris Pilkington's 'Follow the Rabbit-Proof Fence' as a teacher as examples.

What potentials does curiosity bear for education? Some characterizations portray curiosity as self-motivated search for answers, a drive conformable with conventional education's imperative for correct answers. For participants in this study, curiosity engages them with their relationships to the world. This article examines curiosity from along my developing in learning and teaching. While school settings limited or excluded curiosity, both for me as a student and as a teacher, it relates how I encountered the value of curiosity in examples of my father, mentors, and other experiences. Beginning with a gradual and uncertain process, I transitioned from being an educator bound by conventional expectations, to a teacher-researcher creating environments where learners' expressions and acts of curiosity constitute the educational work that I actively support and seek to extend. Curiosity in the classroom generates trajectories and engagements that differ from conventional instruction. This article demonstrates and researches the educational work of curiosity, through contextual narratives from my teaching as a beginner at accommodating students' curiosity, and from my recent teaching, where students and I more fully commit to the relational and educational possibilities of encouraging curiosity. In facilitating these experiences, I apply the research pedagogy of Eleanor Duckworth, 'critical exploration in the classroom'. In narratives from my teaching, curiosity propels exploring relationships among: floating and sinking; trees, leaves and acorns; dye in water; maple sap sweetness; bubbles in water; and permutations of objects. Provocations from historical works include: Leonardo's drawings; Hooke's and Ramón y Cajal's microscopy; Keats' "negative capability"; Dewey's reflections on interdependency among children and adults; and children's creations in Reggio Emilia preschools. As experience builds through curiosity, relations deepen in ways simultaneously unadulterated--exploring unconstrained--and unchildlike--sustaining commitment. Participants characterize our process as having "No End Goal" imposed from outside themselves, unlike formal instruction that suppresses personal curiosity in favor of pre-ordained goals. The natural world, opened by curiosity, embodies ever-emerging relationships that accommodate concurrent widening and deepening of learners' involvement and realizations. Learning experiences happening through relationships are infused with emotion, aesthetic qualities, and social connections and concerns.

This article aims to explore the effects of doctoral publication requirements on the research output of Ukrainian academics in Scopus in terms of quantity and impact. Research output in Scopus, elaborated by Ukrainian academics in economics, medicine and physics who were awarded a doctoral degree in three time periods (before September 2013, after September 2013 and after September 2020) marked by changes in doctoral publication requirements was chosen for analysis. The study findings highlight that the publication requirements resulted in an increase in the share of doctorate holders with publications in Scopus. However, first, the share of PhD holders in economics and medicine who have publications in Scopus remains rather small. In these disciplines, 9.4% and 18.1%, of PhD holders and 44.6% and 47% of DS holders who were awarded a doctoral degree in 2020, have publications in Scopus. This can be attributed to the low standards applicable to doctoral theses in economics and medicine. Second, the median journal CiteScore quartile remained unchanged in all groups except for DS holders in physics. In their case, it rose from 3 to 2. Thus, in general, changes in doctoral publication requirements did not result in doctoral holders publishing in more impactful journals.

Staff members in academia are expected to meet a diverse range of simultaneous expectations: responding to students' scholastic needs, pursuing high-quality, ongoing research and being involved in their institutions. Those who successfully bear this multifaceted burden are found worthy of promotion. This 5-year study followed the activity of two parallel staff promotion committees in a large Israeli teachers' college: a "researcher track" and an "'other' track." The findings show two opposing trends, which continued until reaching an equilibrium: a decrease in portfolios presented and an increase of portfolios approved for promotion in the "researcher track", and--in the "'other' track"--an increase in the submitted and a decline in the approved. These tendencies signal a gradual establishment of the new "'other' track's" status and speak to a distinctive added value for high-quality academic innovation in the new era--lecturers' involvement in teamwork and partnership on the campus.

How do universities encourage academics to buy into a shared vision while often setting punitive targets in teaching and research? This article explores possible antecedents of a university's shared vision and its relationships with academics' research and teaching performance in the era of managerialism. This cross-country study of two large universities in the UK and Vietnam draws on data from multiple sources to uncover the key components of a university's shared vision. A survey strategy was adopted. Data were collected from different sources, using a stratified random sampling technique from academics of different schools at those universities. A total of 431 survey responses from academics at these universities were included for analysis, employing structure equation modelling. It provides fresh insights into whether having a shared vision can benefit academics' research and teaching performance. The findings of this study show that while achieving a high degree of shared vision may enhance research performance, it may do little to improve teaching performance. The study provides empirical evidence indicating that a shared vision emerges as strongly rooted within individual employees rather than managers, challenging the common belief that a shared vision emanates primarily from the top down. This article advances social exchange theory (SET) by showing the interdependence of workplace antecedents, personal attributes, interpersonal connections, and performance. It introduces a framework for the relationship between universities' shared vision with its possible antecedents and with academics' teaching performance and research performance. The article also discusses useful implications for higher education leaders, based on the findings of the study.

The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end-users of this knowledge, as this impacts decisions throughout the research process. Researcher-teacher collaborations are effective contexts for knowledge-building and sharing, where both partners have different but equally valuable roles and contributions to make to the conduct, analysis and dissemination of research. This paper illustrates the value and uses of teacher-composed written and video cases of colleague coaching. The cases were generated as part of the Zooming project, a seven-school, 3-year research-practice partnership focused on developing teachers' data literacy and capacity to coach colleagues in this. To craft the cases, the teachers reflected on their coaching practices and relationships and identified what would be most useful for new coaches to know. The cases proved to be engaging tools for research dissemination, especially to a professional audience. In addition, the case writing challenged teachers to reflect on and analyse their coaching actions and the assumptions they brought to collegial coaching. The cases as data also provided researchers with a deeper level of insights into what teachers viewed as salient when coaching colleagues in data use. Teacher case composition offers a useful approach to knowledge co-production and a pathway to research dissemination by and for teachers and researchers.

Contribution: This longitudinal study modeled student leadership growth in a course sequence supporting long-term, large-scale, multidisciplinary projects embedded in faculty research. Students (half from computer science, computational media, electrical engineering, and computer engineering) participated for 1-4 semesters. Background: Project- based learning (PBL) is used widely in higher education. It is used in industry for leadership development, but leadership development in project-based learning (PBL) has not been explored in higher education. A preliminary analysis implied leadership growth through the third semester of participation, but the design did not control for attrition. Research Questions: At the student level, how do leadership role ratings change over multiple semesters of participation? Do first (and second) semester ratings differ by number of semesters students eventually participate? Methodology: The study involved two peer evaluation questions on 1) the degree to which students coordinated the team's work and 2) served as technical/content area leaders. Analysis employed analysis of variance to examine attrition by initial ratings (N = 1045) and multilevel growth modeling to study change over time (N = 585). A strength of using peer evaluations is the large sample size, but a weakness is that the tool was developed for student assessment and not educational research. The study did not control for participation in leadership programs outside the course. Findings: On average, individual leadership role ratings increased each semester through the third semester of participation. Ratings of students who left the program after 1 or 2 semesters did not differ from ratings for those who participated longer.

Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging "in context" in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging "in context," drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more "standard" ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more "legitimate" forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher-researcher collaborative research: (2) ethnographic research can assess macro-level language ideologies and enacted language hegemonies at the micro- and meso levels, and (3) teacher-researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms "different" from the ones documented to occur in context if left by chance.

Instructors manage several tensions as they engage students in defining, conjecturing, and proving, including building on students' contributions while maintaining the integrity of certain mathematical norms. This paper presents a case study of a teacher-researcher who was particularly skilled in balancing these tensions in a laboratory setting. We introduce sociomathematical scaffolding, which refers to the scaffolding of normative aspects for mathematical discourse. We found that the teacher-researcher's sociomathematical scaffolding entailed inquiring into the students' intended meaning of their draft and then supporting students in revising their draft to adhere to mathematical norms. We illustrate this pattern in three episodes in which the teacher-researcher supported a pair of students to revise their drafted (1) definition of unbounded above sequences, (2) conjecture of the Archimedean Property, and (3) proof by contraction of the Archimedean Property.

Teaching and research are essential functions of modern research universities, yet many studies have found that teaching often takes time away from research, which may have a negative impact on research performance. This article extends the concept of teaching by including research-oriented teaching in addition to traditional curriculum-based teaching. Using a sample of 917 science and engineering faculty members from 21 Chinese research universities, this study analyses the impact of the two modes of teaching on faculty members' research performance. The results show that faculty members in research universities devote more time to research-oriented teaching than to curriculum-based teaching. Time spent on curriculum-based teaching has a significant negative relationship with research output, while time on research-oriented teaching promotes faculty members' research productivity and research excellence. The study also found heterogeneity in the effect of teaching time on research performance across different groups. The negative impact of curriculum-based teaching on research was only observed in the group of assistant professors. The positive effect of research-oriented teaching on research is significant among associate professors and male faculty members. Based on the findings, we put forward policy implications for faculty teaching management and research evaluation systems to facilitate the integration of teaching and research.

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

Central Asian researchers are underrepresented in the global research production in social sciences, resulting in a limited Central Asian perspective on many social issues. To stimulate the production of local knowledge, it is important to develop strong research cultures, including knowledge of ethical practices in research with human participants. There is currently scarce evidence about research ethics regulations used by social science researchers working in the Central Asian region. This article reports findings from an online survey conducted in Kazakhstan, Kyrgyzstan, and Uzbekistan (n = 296) from October 2021 to January 2022. Focusing on three Central Asian countries, this article addresses the following research questions: What are the attitudes and practices of social science researchers based in Central Asia toward research ethics regulations and research ethics committees (RECs)? Is research ethics training associated with improved attitudes and practices in relation to research ethics among social scientists based in Central Asia? Is research experience associated with improved attitudes and practices in relation to research ethics among social scientists based in Central Asia? Regression analyses results demonstrate that locally based social scientists with prior research ethics training implement ethical procedures in their empirical research practice more often compared to researchers without any prior research ethics training. The preliminary findings indicate that research ethics training is positively associated with Central Asia-based social science researchers' engagement in ethical research, thus potentially increasing the amount and quality of empirical social science research produced in the region.

This research is proposed 1) to investigate status state, problems, and needs in doing classroom action research of teachers, 2) to guideline the development of classroom action research of teachers, and 3) to monitor and evaluation the guideline of classroom action research development of teachers. Sampling were 8 teachers of Wat Wangyang School under NakhonSawan Primary Educational Service Office Area 1which came from purposive method. This research was mixed research method and conducted during June 2021 to April 2022 by Participatory Action Research (PAR) in 4 steps: Planning, Action, Monitoring and Reflection. Tools used in data collection were status state, problems, and needs in doing classroom actionresearch questionnaire of teachers; structured interview form; supervision, monitoring record and evaluation form of classroom actionresearch; classroomaction research test; and classroom actionresearch evaluation form. Analysis of quantitative data used Percentage, Mean, and Standard Deviation. Analysis of qualitative data used descriptive statistics. Research found that, 1) teachers of Wat Wangyang School have status state in classroom action research in bottom level, have highest level in problems and needs, 2) the guideline of classroom action research development of teachers of Wat Wangyang School showed that 2.1) to organized the workshop training in formal 5 Chapters of classroom actionresearch by scholar with experienced in classroom research, 2.2) teachers are conducting classroom actionresearch follow the research steps, and) monitoring and evaluating the guideline of classroom actionresearch found that teachers have better understanding in classroom in post workshop than before workshop and have 8 classroom actionresearch with high quality of work.

Doctor of Education (EdD) faculty members play a critical role in contributing to the goals and objectives of their institutions. This case study explored EdD faculty member's contributions to the institution's goals and objectives. A comprehensive analysis of the students' assessments has identified several emerging themes. These themes highlighted how EdD faculty members demonstrate expertise and knowledge, contribute to research, provide mentorship and guidance, foster collaboration and community engagement, engage in service and leadership, promote diversity, equity, and inclusion, prioritize professional development and innovation, advocate for evidence-based practice, create a sense of community and belonging, instill a culture of lifelong learning, and serve as institutional ambassadors. Understanding and recognizing these themes is crucial for institutions to support and empower their EdD faculty members effectively. By implementing recommendations such as providing professional development opportunities, fostering collaboration, recognizing excellence, supporting mentorship and advising, promoting diversity and inclusion, encouraging research dissemination and engagement, nurturing a sense of community and belonging, and establishing feedback mechanisms, institutions can enhance the contributions of EdD faculty members to the overall success of their institutions and the field of education as a whole. Future research in this area could further explore the long-term impact of faculty contributions, conduct comparative analyses, examine student outcomes, explore faculty perspectives, investigate institutional support and resources, and explore the impact of collaborative partnerships.

Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and professional development evaluations. The findings indicated that a trusting, supportive environment is paramount in developing a culture of inquiry. Further learning shows us that peer collaboration promotes professional growth when exploring individual projects. This paper furnishes further evidence of the importance of teaching inquiry in schools and provides a sample structure for schools wishing to develop a practice of teacher inquiry.

This article examines the potential for classroom-based teacher research to support teacher leaders, instructional experts who are committed to examining and improving teaching and learning in schools. The authors share their research examining the intersection of teacher research and teacher leadership. Study participants, practicing teachers in a M.Ed. program, completed electronic open-ended surveys, and participated in group interviews. Findings suggest that conducting teacher research in their classrooms and schools and sharing knowledge of the research process and/or research question or topic beyond the classroom, provided opportunities for teachers to assume both formal and informal leadership positions. Concluding that teacher research can build teacher leader capacity, the authors suggest ways in which schools can support teachers who, by the knowledge, skills, and confidence developed by conducting teacher research, can lead in uncertain times.

The COVID-19 pandemic created unique challenges for early career researchers, especially those based in higher educational institutions (HEIs). Online teaching and learning, and remote working, resulted in HEIs not being in their usual social space, which is generally more conducive for learning, collaboration, reflection and reflexivity, and critical thinking in their professional and personal development. A systemic lens approach is adopted to identify key elements for optimising research output that is aligned with ethical practice; strengthening individual researcher capacity through digital writing support, facilitating research collaboration, and building leadership in research. These identified elements are intended to provide support for early career researchers to achieve optimal levels of motivation and career satisfaction. Early career researchers also need to consider the more personal elements that could impact their research career such as self-motivation, including the driving forces behind these decision-making processes. This requires self-reflection and introspection so that researchers engage more meaningfully with the complexities in research and leadership, as well as develop skills that would support communication and collaboration, both within and outside of HEIs in South Africa.

The year 2016 was a crucial time for the education system in the Philippines since it was the first facilitation year of the Senior High School in the country. The K to 12, also known as "Kindergarten to grade 12", is an education system under the Department of Education that aims to produce more competent Filipino citizens in the global market. In line with the facilitation of K to 12 in the Philippines, the problem in the teachers-subjects mismatch is very evident, especially in the research subjects of the Senior High School, namely Practical Research 1 (Qualitative Research), Practical Research 2 (Quantitative Research), and Inquiries, Investigation, and Immersion. These are new subjects to the eyes of high school faculty members in the Philippines. Research subjects from pre-K to 12 are not considered a field or a subject matter, especially in high school. However, the Senior High School program brought a new perspective to the research subjects as it aims to develop Filipino learners' critical and research skills. This paper tackles different issues and challenges faced by Filipino research teacher. Moreover, this paper proposed a faculty loading guide model for research subjects that can be used by school administrators to guide them in distributing research subjects to the faculty members. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

This article reports the findings of a multiple case study that identifies and describes the collaboration and networking practices of four Mexican English language teaching professionals belonging to two MA cohorts: 2005-2007 and 2007-2009. For two years, curriculum vitae analysis, maps, and in-depth interviews were used to collect data on these professionals' paths. Three dimensions were examined: teaching, organization, and research, as well as levels of involvement in these professional activities, which construct and shape participants' collaboration and networking practices. The findings revealed that each teacher-researcher's agency was directly related to their capitalization of diverse strategies in each dimension and how this, in turn, configured their engagement in the English language teaching community or other communities.

This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students' construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training.

Learners from different generations have enrolled and graduated from educational institutions for many decades, but educators have been using the same strategies despite what generation they teach in their classrooms. A new generation of students has occupied today's classrooms who are called 'Generation Z' or Gen Z for short, and they are colloquially called 'Zoomers'. They have unique characteristics and expectations, and they were raised with technology. They are digitally connected all the time, and it is necessary to check the quality of education given to them. Educational quality is a crucial topic worldwide and it is the need of the hour to discuss the quality of educators. To a large extent, teachers are considered the key factor in determining, and improving the quality of our educational systems. Presently, our teachers are expected to provide a quality hybrid delivery of teaching that best fits Gen Z learners. In the present century, teachers face greater challenges than ever before. The augmented skills of educators with modern, innovative, and creative strategies are the most in demand in this digital world. As new skills and technologies take over all the fields, educators also need to up-skill and re-skill themselves. This white paper discusses the augmented skills of the educators who teach Generation Z and the future generations to come.

This qualitative study reports the results of sensemaking when teacher-practitioner inquiry in professional development (PD) is carried out for 120 Vietnamese K-12 and college teachers. The PD was designed to prepare teachers to teach with different newly-approved English language coursebooks using a genre-based systemic functional linguistic approach (SFL). During scaffolds in workshops, teaching staff guided teachers in cooperating and drafting lessons using genre-based SFL, examining the lessons' impacts on students' responses. Teachers also journaled to unravel the knitted instructional complexities and express their willingness to adapt to emerging teaching practices. Data were collected via the video recordings, teachers' interviews, and content analysis of their inquiry products. Four themes representing the complexities in teachers' sensemaking of scaffolded collaborative PD were: (1) Improved teacher agency in terms of planning and instruction; (2) Research-based experiential learning creating a venue for intrinsic motivation to innovate in instruction; (3) An overwhelming feeling of inequity between high and low-resourced instructional situations; (4) The mismatch between teachers' advocacy for desired deep-learning approach and the traditional ideology of rote learning for exams.

This article analyzes the ways in which action research during preservice teacher education influences the development of a critical inquiry stance. By following eight preservice teachers as they conducted action research in their final semester of student teaching, this article demonstrates how action research created the space for preservice teachers to engage in practical and critical inquiry, which allowed participants the opportunity to develop a critical inquiry stance, to varying degrees. Discussed are the disparate ways participants thought about the meaning they made and the knowledge they generated during their action research assignment. The freedom action research granted preservice teachers to make meaning of their classroom instruction, generate knowledge, and bridge the gap between theory and practice, instruction and learning, and their students and themselves, allowed for the development of a critical inquiry stance. Findings suggest that through inquiry, preservice teachers disrupted the hierarchy of knowledge generation in teaching, as they theorized instruction, problematized pedagogy, and improved their teaching practices.

This paper reports the professional journey of an English as a foreign language (EFL) teacher from teaching older learners to teaching younger children at a primary school, and the impact of mentoring on the teacher in facilitating the transitioning process. The participant is a Turkish native-speaker male English teacher with 23 years of teaching experience. He participated in the mentoring programme, which was organized as a collaborative action research teacher development project, and implemented by the author of the present study. During this process, the participant completed three cycles of action research. For each cycle, he identified a problem and/or any aspect of teaching he wished to improve, designed an action plan, applied it in his Grade 2 English classes, reflected upon his action, and documented his action research. He was also interviewed to gain additional insight into his experiences. Qualitative inductive analysis was used to analyse the interviews and reflective writings. The findings suggest that the mentoring process led to an increase in the teacher's self-efficacy in young learner pedagogy and teaching performance, helped him socialize into the community of young learner teachers, and gain teacher-researcher identity, which is perceived to smooth his transition into teaching a younger age.

As institutions of higher education evolve and adapt to meet the increasing needs of their communities, faculty are faced with the choice of where and how to employ their time and expertise. To advance and encourage partnerships between institutions and their communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This dissertation (Wendling, 2022) contributes to the growing body of higher education community engagement literature by investigating how school- and department-level promotion and tenure committees not only define and understand faculty's engaged research, but how they evaluate it. Specifically, this dissertation explored what goes into making evaluative decisions, if and how committees utilize tools for evaluation, and how evaluative decisions are made.

Finnish education has received worldwide attention due to the country's performances in the Programme for International Student Assessment (PISA). Research investigating Finland's positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master's degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland's political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.

This study examined the experiences of two cohorts of graduate students completing their research capstone course during the COVID-19 pandemic. The aim of the study was to examine the novice teacher researchers' perceptions about research as they engaged in a semester long collaborative research project that was revised for their cohorts. The findings suggest that students' perspectives and experiences were influenced by the collaborative nature of the course and that the geographic separation between the students was not a challenge for the cohorts of novice researchers. There are implications from this work that educators, especially those geographically distanced, benefit from collaborative action research as a professional development strategy.

This article reports on the results of a survey of Design and Technology educators, predominantly based in England that sought evidence of the extent to which the educators engaged with educational research more generally and also specifically within Design and Technology Education. The survey was sponsored by the professional Association of Design and Technology Education and was undertaken by its Design and Technology Research Steering Group. The survey collected demographic data on the roles and responsibilities of the survey respondents, the types and levels of education where they worked and length of experience in Design and Technology education. Questions explored the types of research of interest, confidence levels in accessing, using and undertaking research, the nature of support for engaging research that educators would welcome, how research was currently accessed, what the challenges and barriers might be and what would motivate educators to become more engaged with research. This article resorts on analysis of the data, drawing on Self Determination Theory and specifically concepts of competence, relatedness and autonomy. Findings indicated that respondents had a great deal of interest in principle, but that there were considerable barriers to engaging with research which impacted on competence, relatedness and autonomy. The insights provided will now be used as the basis for developing support for Design and Technology practitioners to engage with research at a variety of levels.

Mathematics teaching is viewed as an inquiry process and a powerful context and practice for professional development with the goal of providing greater access, challenge, and support for every learner. This paper stems from a larger research project that investigates the research productivity and processes of integrating research in the curriculum delivery of high school mathematics. This descriptive work through survey, interview and documentary analysis involved 211 high school mathematics teachers in the quantitative component and four purposively selected in the qualitative section. Findings show that mathematics teachers demonstrate suboptimal level of research productivity but have shown promising potential for growth. Research is employed in various layers but typically as a mean to revisit teaching practices, as a basis of a teaching strategy, as a source of another research, and as a motivation for a research-oriented mindset. Research is strongly linked to the mathematics teaching and learning process and thus, have policy implications on nurturing and sustaining mathematics teacher-researchers. It is recommended to develop professional development plans that enhances the productivity and incorporation of research in the teaching-learning process.

As the title suggests, this article shows how the authors took teaching-related ideas and developed them -- through the steps of drafting, review, and revising -- into published articles. Using examples of the steps involved, the authors explore options for how others in the field of English teaching might productively write for publication as well. "The writing process," the authors argue, is "an extension of what good teachers already do."

This essay describes the pedagogical practices and learning activities of an EdD course redesigned to help students develop scholarly practitioner identities by weaving together the program's previously disparate strands of educational leadership, theory, practice, research, and social justice. We particularly focus on how students can learn to apply theories for equity and justice to their leadership practice.

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have shaped the perceived research capacity of the pre-service teachers and their disposition toward teacher research. The participants reported that the research component had improved their inquiry, reflective, critical thinking, and research-related skills. We conclude by discussing the study outcomes and proposing a set of recommendations for theory and practice.

This collaborative autoethnographic research explores the identity shaping construction trajectory of a group of three English teacher researchers as well as the repercussions that these processes had on the enactment of a critical decolonial perception toward the ELT field. Using a qualitative approach, the English teachers engaged in this collaborative autoethnography shared their experiences, beliefs, and influences to collectively examine how these influenced their evolving professional identities and their current critical understanding of the field. In general, the study reveals that collaborative autoethnography provides a unique platform for examining the identity trajectory of individuals and for establishing a connection between the past and the present. The findings similarly highlight the interplay between individual experiences, sociocultural contexts, and pedagogical practices, fostering a deeper understanding of English teacher researcher identity development. By emphasizing the significance of collective exploration, this study advocates for incorporating collaborative autoethnography more actively as a valuable tool for professional development in English education and research in general, and in Colombia in particular.

The authors report findings from a study examining teachers' experiences conducting research in their classrooms and their perceptions of teacher research as a tool for professional learning and development. Data from open-ended surveys (n = 38) and group interviews (n = 18) suggest that: (a) teachers value self-direction and choice in professional learning integral to teacher research; and (b) teacher research changes how educators think about professional development and teaching. The authors conclude that teacher research should be utilized as a professional development experience for educators and that teachers should be provided choice in their professional learning.

The role of intuition and the part it plays in effective pedagogical responses has barely been recognised in the field of English language teaching, or indeed in education more generally. This is likely to be because intuition is a slippery concept difficult to define, understand and investigate. With this challenge in mind, through narrative recounts this article aims to provide some initial explorations of interactions among a teacher's intuition, participation in classroom investigation through action research and the unprecedented changes in teaching circumstances during the COVID-19 pandemic. The background for this exploration is a national action research program offered annually within their suite of professional development programs by English Australia, the peak advocacy body for the Australian English Language Courses for Overseas Students (ELICOS) sector. The program is also sponsored by Cambridge Assessment English to encourage language teachers to undertake teacher-oriented classroom-based research. The two authors took different roles in the program, one as the facilitator and the other as a teacher researcher. Their narrative accounts and commentaries aim to uncover how intuition intersected with the facilitator and the teacher's facilitation/teaching and research. As the unanticipated circumstances of the pandemic unfolded, they needed to rely on their intuitions in order to make appropriate decisions, in a way that responded to the needs of their participants and learners, both psychologically and socially. Implications are drawn out for how action research may act as a catalyst for researchers and teachers and to recognise and value the role of intuition in teaching practices.

In this conceptual paper I discuss some ethical complexities in conducting classroom practitioner research on the psychology of language learning and I analyse the potential role of intuition in handling these complexities. I begin by developing the ethical argument for taking a "person-focused" rather than "systems-based" approach to researching the psychology of language learning in the classroom. I make the case that practitioner research lends itself particularly well to a strongly person-focused orientation to exploring psychological perspectives in the classroom, since it is typically motivated by a desire to bring about positive change or enhance the quality of classroom life within a specific teaching and learning community. In the core part of the paper, I focus on the role of intuition in the decision-making processes that practitioner researchers undertake as teachers and researchers. In particular, I discuss some potential ethical complexities in how they navigate their dual roles in the classroom and manage their evolving relational work with students, and I consider the contributions and pitfalls of intuition in handling these ethical complexities. Drawing on the work of Guillemin and Gilham (2004), I argue that both intuitive and reflexive forms of thinking are essential to good ethical practice and decision-making when teachers research their own classrooms.

This paper deals with the role of the scholarship of teaching and learning (SoTL) among staff on teaching-only contracts in UK higher education, particularly in contrast with the activities of research-active staff. Drawing on the results of a quantitative study carried out during the summer of 2021 among modern foreign language teachers in 64 UK universities, the questions of the status and purpose of SoTL are addressed. The results of the survey show that, beyond the traditional two-tier division of academic labour based on the research vs. scholarship dichotomy, a third group of academic staff with no research or SoTL responsibilities has emerged in recent years. The paper concludes with recommendations to review the existing divisions between staff on research, SoTL and teaching-only contracts in order to create a more inclusive academic environment where individuals in different types of academic posts can fulfil their scholarly potential.

Practitioner researchers have much to gain from using stimulated recall, a powerful data collection method whereby structured observations are followed by introspectively focused interviews. The close insider positions that practitioner researchers maintain, however, mean that they are liable to very powerful intuitions. Working under the assumption that intuition can benefit inquiry if it is appropriately managed, this paper offers a theoretical exploration of intuition in practitioner-led stimulated recall studies. In the first section of the paper, a review of extant literature reveals that the expertise of practitioner researchers lends credence to the quality of their intuitions. In the second section of the paper, reflective examples from the authors' own projects illustrate the strengths that intuition can bring to stimulated recall inquiry. Finally, in the third section of the paper, discussions of the dangers of intuition highlight the very real issues that practitioner researchers face when negotiating intuitive thoughts. Two important solutions are presented in the paper: the employment of reflection to appropriately interrogate intuition, and the formulation of sound research principles upon which intuitions can positively emerge. We end the paper by offering our own contribution, the practitioner researcher intuition in stimulated recall model, a tool to support reflection upon emerging intuitions in stimulated recall research.

Background: Internationally, teacher education usually involves close school-university cooperation. In Norway, such collaboration includes enabling student teachers to develop into researching teachers. In this article, our interest lies in how the Change Laboratory (CL), a form of participatory workshop, can lay the foundation for three-way collaboration between student teachers, teacher educators, and practice teachers, in terms of resolving practice issues and facilitating student teachers' research planning. Purpose: The study, contextualised within cultural historical activity theory (CHAT), sought to better understand student teachers' experiences and learning gleaned from collaboration in the CL. Method: Eight student teachers participated in the research, which was carried out over a four-year teacher education research and development project involving one university and one primary school. During this time, the student teachers met in the CL with the teacher educators from the university, and the practice teachers, who were working as mentors in the training schools. The data collected, comprising presentations and dialogues from the CL sessions, were analysed qualitatively. Findings: According to the analysis, the student teachers thought that their CL experiences had supported them along the trajectory of becoming reflective, professionally oriented practitioners. They felt that, through participatory meetings with the teacher educators and practice teachers, they had developed in-depth subject knowledge; learned to collaborate; learned about school development; and learned how to be well prepared for the profession they were entering. In addition, they considered whether the project could be expanded to the entire teacher education system. Conclusions: The findings draw broader attention to the role of participatory meeting places in creating a community of trust, and their potential to support teachers' learning at crucial stages of their professional journeys, from early career phases and beyond.