Neither Dichotomy nor Continuum: Iranian EFL Teachers' Cognitions on Research-Practice Relationship
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| Title: | Neither Dichotomy nor Continuum: Iranian EFL Teachers' Cognitions on Research-Practice Relationship |
|---|---|
| Language: | English |
| Authors: | Leila Rahmat, Mohammad Hossein Yousefi (ORCID |
| Source: | Educational Research for Policy and Practice. 2025 24(2):151-167. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, Language Teachers, Second Language Instruction, English (Second Language), Teacher Attitudes, Theory Practice Relationship, Educational Research, Educational Practices |
| Geographic Terms: | Iran |
| DOI: | 10.1007/s10671-024-09378-3 |
| ISSN: | 1570-2081 1573-1723 |
| Abstract: | The present qualitative study explored Iranian EFL (English as a Foreign Language) teachers' attitudes toward research-practice relationship. The participants were selected based on snowball sampling. They were 15 male and female teachers who had from 6 months to 1 year of teaching experience. All the participants held B.A. in English Language Teaching field. To collect the data, in-depth interviews were conducted with the participants. The data were analyzed through reflexive thematic analysis. The results of the study suggest that four different types of research-practice relationships exist: they are either complementary or dichotomous. The third relationship leans towards the dominancy of research over practice. Yet, the fourth condition shows that research-practice relationship is of mutable one. Overall, the results indicated that the theory and practice relationship should more be regarded as a fluid continuum rather than a fixed binary. The implications of the findings of the study are discussed for the international audience and local ones including applied linguists and teacher educators. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484708 |
| Database: | ERIC |
| Abstract: | The present qualitative study explored Iranian EFL (English as a Foreign Language) teachers' attitudes toward research-practice relationship. The participants were selected based on snowball sampling. They were 15 male and female teachers who had from 6 months to 1 year of teaching experience. All the participants held B.A. in English Language Teaching field. To collect the data, in-depth interviews were conducted with the participants. The data were analyzed through reflexive thematic analysis. The results of the study suggest that four different types of research-practice relationships exist: they are either complementary or dichotomous. The third relationship leans towards the dominancy of research over practice. Yet, the fourth condition shows that research-practice relationship is of mutable one. Overall, the results indicated that the theory and practice relationship should more be regarded as a fluid continuum rather than a fixed binary. The implications of the findings of the study are discussed for the international audience and local ones including applied linguists and teacher educators. |
|---|---|
| ISSN: | 1570-2081 1573-1723 |
| DOI: | 10.1007/s10671-024-09378-3 |
