ABSTRACT In 2014, the final report of the British Educational Research Association and Royal Society for the Arts Inquiry called for teachers to engage both with and in research as a core part of their professional role. After considering some of the reasoning and evidence underpinning this ambition, the authors explore one way in which it might be realised: namely, through a Master’s course in teachers’ professional learning with a strong component of practitioner research. To do so, they present three case studies of Modern Foreign Languages teachers who have recently completed such a course, investigating the participants’ perceptions of both (a) the benefits and drawbacks of the course in terms of their professional learning, and (b) any facilitators and barriers they encountered when completing it. The findings support existing evidence for the positive impact of research engagement on teachers’ perceptions of their competence and efficacy. They conclude with a series of personal characteristics that seem likely to support individual teachers’ engagement with and in research, and by offering some recommendations for schools, university-based teacher educators and policymakers in terms of how such engagement might be effectively supported.

中文翻译：

---

“这绝对是我扮演角色的一部分”。通过特定学科的硕士课程培养教师的研究参与度

摘要2014年，英国教育研究协会和英国皇家艺术研究学会的最终报告呼吁教师参与研究，并将其作为研究工作的核心部分。在考虑了实现这一雄心壮志的一些理由和证据之后，作者探索了实现这一雄心壮志的一种方式：即，通过在教师专业学习方面具有硕士课程的，具有丰富实践经验的硕士课程。为此，他们对最近完成了该课程的现代外语教师进行了三个案例研究，以调查参与者对以下方面的看法：（a）在专业学习方面该课程的利弊；以及（b）完成时遇到的任何促进者和障碍。研究结果支持现有证据，表明研究参与对教师对其能力和功效的看法产生积极影响。他们以一系列个人特征作为结论，这些特征似乎可能支持个别教师参与和参与研究，并就如何有效地支持这种参与向学校，大学教师教育者和政策制定者提供一些建议。