Inclusivity and Sustainability in Language Practitioner Researcher Development: A Sociocultural Ecological Framework
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| Title: | Inclusivity and Sustainability in Language Practitioner Researcher Development: A Sociocultural Ecological Framework |
|---|---|
| Language: | English |
| Authors: | Emily Edwards (ORCID |
| Source: | Language Teaching Research. 2025 29(8):3237-3257. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Inclusion, Sustainability, Teacher Researchers, Language Teachers, Educational Research, English (Second Language), Second Language Instruction, Foreign Countries, Foreign Students, Higher Education, Faculty Development, Action Research, Models, Environmental Influences, Intensive Language Courses, Teacher Attitudes, Sociocultural Patterns, Ecology |
| Geographic Terms: | Australia |
| DOI: | 10.1177/13621688241250363 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491670 |
| Database: | ERIC |
| Abstract: | Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688241250363 |
