ABSTRACT

Teacher research can be defined as research carried out by teachers for teachers. This type of educational research emphasises a transformative perspective through which teachers become agents of change. In the case of teacher research, it is hoped that findings resonate with other teachers in the broad contexts in which they originate and that there is impact, knowledge flow and knowledge democracy. This requires findings to be accessible for teachers to locate so colleagues are aware of what is produced in their own professional context. The aim of this article is to understand the extent to which studies authored by Argentinian teacher-researchers in English language teaching (ELT) make an impact in the local ELT professional community of practice by tracking Argentinian ELT author references in their outputs. Data were collected from a corpus consisting of 98 articles published in two local venues between 2014 and 2018 and a questionnaire completed by 65 authors included in the corpus. Findings reveal weak impact and knowledge flow within the Argentinian ELT professional community of practice caused by hegemonic practices and a tendency to value works situated in the UK/US.

摘要

教师研究可以定义为教师为教师进行的研究。这种类型的教育研究强调一种变革的视角，通过这种视角，教师成为变革的推动者。在教师研究的情况下，希望研究结果在它们起源的广泛背景下与其他教师产生共鸣，并且存在影响、知识流动和知识民主。这要求教师可以访问研究结果，以便同事了解在他们自己的专业背景下产生的结果。本文的目的是通过跟踪阿根廷 ELT 作者在其产出中的参考资料，了解由阿根廷教师研究人员在英语语言教学 (ELT) 中撰写的研究对当地 ELT 专业实践社区产生影响的程度。数据来自一个语料库，该语料库由 2014 年至 2018 年间在两个本地场所发表的 98 篇文章组成，以及由该语料库中包含的 65 位作者完成的问卷调查。调查结果显示，由于霸权行为和重视位于英国/美国的作品的趋势，阿根廷 ELT 专业实践社区内的影响和知识流动很弱。