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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1484708 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Neither Dichotomy nor Continuum: Iranian EFL Teachers' Cognitions on Research-Practice Relationship – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Leila+Rahmat%22">Leila Rahmat</searchLink><br /><searchLink fieldCode="AR" term="%22Mohammad+Hossein+Yousefi%22">Mohammad Hossein Yousefi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0390-3374">0000-0002-0390-3374</externalLink>)<br /><searchLink fieldCode="AR" term="%22Payman+Rezvani%22">Payman Rezvani</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Research+for+Policy+and+Practice%22"><i>Educational Research for Policy and Practice</i></searchLink>. 2025 24(2):151-167. – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s10671-024-09378-3 – Name: ISSN Label: ISSN Group: ISSN Data: 1570-2081<br />1573-1723 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1484708 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484708 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10671-024-09378-3 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 151 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Language Teachers Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Theory Practice Relationship Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Iran Type: general Titles: – TitleFull: Neither Dichotomy nor Continuum: Iranian EFL Teachers' Cognitions on Research-Practice Relationship Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Leila Rahmat – PersonEntity: Name: NameFull: Mohammad Hossein Yousefi – PersonEntity: Name: NameFull: Payman Rezvani IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1570-2081 – Type: issn-electronic Value: 1573-1723 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Educational Research for Policy and Practice Type: main |
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