ABSTRACT

Although English language teachers are increasingly being encouraged to engage in forms of collaborative practitioner research (PR), such as action research and exploratory practice, to date there are still comparatively few studies recounting the benefits of collaboration in research from teachers’ perspectives. Drawing on cultural-historical activity theory, our study aims to address this gap. Set in a Turkish university context, where collaborative PR has been encouraged in recent years, it draws on semi-structured interviews with teacher-researchers, a reflective account of collaboration in research kept by the first author and an analysis of research outputs produced in the setting. It focuses on teachers’ initial engagement in research within the university, and how they overcame challenges at this point and subsequently in sustaining engagement in teacher-research through collaboration. Finally, in the hope their stories will inspire others, it highlights the benefits research participants felt they had gained from engaging collaboratively in teacher-research.

摘要

尽管越来越多地鼓励英语教师参与合作从业者研究 (PR) 的形式，例如行动研究和探索性实践，但迄今为止，从教师的角度讲述合作研究的好处的研究仍然相对较少。借鉴文化历史活动理论，我们的研究旨在解决这一差距。以近年来鼓励合作公关的土耳其大学为背景，它借鉴了与教师研究人员的半结构化访谈、第一作者对研究合作的反思性说明以及对研究成果的分析。环境。它侧重于教师最初参与大学内的研究，以及他们如何克服此时的挑战以及随后如何通过合作持续参与教师研究。最后，希望他们的故事能激励他人，它强调了研究参与者认为他们从合作参与教师研究中获得的好处。