Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers' Perceptions.
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| Title: | Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers' Perceptions. |
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| Authors: | Carcamo, Benjamin1 (AUTHOR) bcarcamo@udla.cl, Pino, Bernardo1 (AUTHOR), Johnson, Christopher P.1 (AUTHOR) |
| Source: | Journal of Latinos & Education. Sep/Oct2025, Vol. 24 Issue 4, p976-998. 23p. |
| Subject Terms: | *English as a foreign language, *Attitude (Psychology), *College teaching, *College teachers, University research, Communities of practice, Activity theory (Sociology) |
| Abstract: | In today's higher education, universities demand teachers active in research, aligning with their shift toward research-oriented interests. However, academics working at a university with an educational background might encounter obstacles when engaging in research due to the reported tension between teaching and research. This study presents a case study conducted in a university recently transitioning toward a research-oriented focus, aiming to attain certification as a research institution within the next five years. We conducted an initial survey with the English as a Foreign Language (EFL) teachers of the English Institute of the university to explore their perceptions and involvement in research. Additionally, we used the survey results to identify five teachers in an initial stage as researchers. We conducted in-depth interviews based on Activity Theory with them to understand their experience negotiating their identities as teachers and researchers. Our findings suggest that although teachers value research, they face significant obstacles, such as time constraints and lack of preparation. The interviewed teachers exhibit active engagement, possibly due to factors like mentoring during their postgraduate studies and participation in a research-fostering community of practice within the institution; however, these factors are not enough for them to succeed in the research endeavor. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | In today's higher education, universities demand teachers active in research, aligning with their shift toward research-oriented interests. However, academics working at a university with an educational background might encounter obstacles when engaging in research due to the reported tension between teaching and research. This study presents a case study conducted in a university recently transitioning toward a research-oriented focus, aiming to attain certification as a research institution within the next five years. We conducted an initial survey with the English as a Foreign Language (EFL) teachers of the English Institute of the university to explore their perceptions and involvement in research. Additionally, we used the survey results to identify five teachers in an initial stage as researchers. We conducted in-depth interviews based on Activity Theory with them to understand their experience negotiating their identities as teachers and researchers. Our findings suggest that although teachers value research, they face significant obstacles, such as time constraints and lack of preparation. The interviewed teachers exhibit active engagement, possibly due to factors like mentoring during their postgraduate studies and participation in a research-fostering community of practice within the institution; however, these factors are not enough for them to succeed in the research endeavor. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15348431 |
| DOI: | 10.1080/15348431.2024.2434544 |
