ABSTRACT

As language teachers and teacher educators transition into doctoral research and on into full-time academic positions in universities, they begin to encounter research practices and policies associated with neoliberal systems of higher education. These might be quite different from previous research experiences, such as self-initiated participation in short-term action research focused on their classroom practice, resulting in tensions in the professional life of researchers. This article reports on a study that explored the researcher identity dilemmas that result from such tensions. Using short story analytical methods, it focuses on aspects of the research experiences and developing researcher identity of one language teacher educator as she transitions through the early stages of her doctoral program at a Colombian university. Following analysis of the short stories, the tensions and identity dilemmas are mapped out in a conceptual framework that outlines what the tensions are (e.g. meaningful v. meaningless research, meeting institutional standards v. doing research to impact one’s community), what they mean for the teacher educator’s sense of herself as a researcher, and what she plans to do about the situation. Implications for early career teacher researchers are suggested.

摘要

随着语言教师和教师教育工作者转入博士研究领域并在大学担任全职学术职位，他们开始遇到与高等教育新自由主义体系相关的研究实践和政策。这些可能与以往的研究经历大不相同，例如自发参与专注于课堂实践的短期行动研究，导致研究人员职业生活的紧张。本文报告了一项研究，该研究探讨了由这种紧张局势导致的研究人员身份困境。使用短篇故事分析方法，它侧重于研究经验的各个方面，并在一位语言教师教育者在哥伦比亚大学攻读博士课程的早期阶段进行过渡时发展研究人员身份。诉。无意义的研究，符合制度标准v . 进行研究以影响一个人的社区），它们对教师教育者作为研究人员的感觉意味着什么，以及她计划对这种情况做些什么。建议对早期职业教师研究人员的影响。