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] |
| Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188122571 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers' Perceptions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carcamo%2C+Benjamin%22">Carcamo, Benjamin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bcarcamo@udla.cl</i><br /><searchLink fieldCode="AR" term="%22Pino%2C+Bernardo%22">Pino, Bernardo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Johnson%2C+Christopher+P%2E%22">Johnson, Christopher P.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Latinos+%26+Education%22">Journal of Latinos & Education</searchLink>. Sep/Oct2025, Vol. 24 Issue 4, p976-998. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teaching%22">College teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br /><searchLink fieldCode="DE" term="%22University+research%22">University research</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Activity+theory+%28Sociology%29%22">Activity theory (Sociology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188122571 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15348431.2024.2434544 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 976 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Attitude (Psychology) Type: general – SubjectFull: College teaching Type: general – SubjectFull: College teachers Type: general – SubjectFull: University research Type: general – SubjectFull: Communities of practice Type: general – SubjectFull: Activity theory (Sociology) Type: general Titles: – TitleFull: Bridging the Gap between Teaching and Research: A Case Study of Chilean EFL University Teachers' Perceptions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Carcamo, Benjamin – PersonEntity: Name: NameFull: Pino, Bernardo – PersonEntity: Name: NameFull: Johnson, Christopher P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep/Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15348431 Numbering: – Type: volume Value: 24 – Type: issue Value: 4 Titles: – TitleFull: Journal of Latinos & Education Type: main |
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