From teachers to researchers: A phenomenological study of Indonesian EFL teachers' research experiences.
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| Title: | From teachers to researchers: A phenomenological study of Indonesian EFL teachers' research experiences. |
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| Authors: | Mistar, Junaidi1 j.mistar@unisma.ac.id, Ahmadi, Rulam1 rulam_ahamdi@unisma.ac.id, Hamiddin1 hamiddin@unisma.ac.id, Ubaidillah, M. Faruq1 mfubaidillah@unisma.ac.id |
| Source: | Issues in Educational Research. 2026, Vol. 36 Issue 1, p204-220. 17p. |
| Subject Terms: | *Language teachers, *Science education, *Reflective learning, *Teacher development, *Academic discourse, Professional identity, University research |
| Abstract: | While research has the potential to improve teaching practices and instructional decisionmaking, the shift from classroom practitioner to researcher remains underexplored in academia, particularly within secondary school contexts. Guided by Schön's (1983) reflective practice and Yazan's (2024) language teacher identity frameworks, this study addresses the gap by examining the personal and contextual experiences of Indonesian EFL teachers involved in research activities. The data were obtained through in-depth interviews with three Indonesian EFL teachers who are currently enrolled in a Masters program in English language education at a local university. The findings indicate that teachers, especially those with a literature-oriented background, underwent substantial conceptual and practical adjustments when moving from teaching roles to educational research. Many participants initially faced challenges stemming from limited familiarity with research methodologies, academic reading, and scholarly writing. Major constraints included time pressures, insufficient institutional support, and difficulties in adhering to academic writing conventions. Nevertheless, participation in research activities contributed to a more profound understanding of classroom practices, enhanced critical reflection, and sustained professional development. Moreover, research engagement allowed teachers to remain up to date with contemporary pedagogical developments, facilitating a transformation in professional identity from routine instructors to reflective, research-engaged educators. The findings suggest the transformative role of research in reshaping EFL teachers' professional identities and self-understandings within educational settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192471920 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From teachers to researchers: A phenomenological study of Indonesian EFL teachers' research experiences. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mistar%2C+Junaidi%22">Mistar, Junaidi</searchLink><relatesTo>1</relatesTo><i> j.mistar@unisma.ac.id</i><br /><searchLink fieldCode="AR" term="%22Ahmadi%2C+Rulam%22">Ahmadi, Rulam</searchLink><relatesTo>1</relatesTo><i> rulam_ahamdi@unisma.ac.id</i><br /><searchLink fieldCode="AR" term="%22Hamiddin%22">Hamiddin</searchLink><relatesTo>1</relatesTo><i> hamiddin@unisma.ac.id</i><br /><searchLink fieldCode="AR" term="%22Ubaidillah%2C+M%2E+Faruq%22">Ubaidillah, M. Faruq</searchLink><relatesTo>1</relatesTo><i> mfubaidillah@unisma.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2026, Vol. 36 Issue 1, p204-220. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22University+research%22">University research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: While research has the potential to improve teaching practices and instructional decisionmaking, the shift from classroom practitioner to researcher remains underexplored in academia, particularly within secondary school contexts. Guided by Schön's (1983) reflective practice and Yazan's (2024) language teacher identity frameworks, this study addresses the gap by examining the personal and contextual experiences of Indonesian EFL teachers involved in research activities. The data were obtained through in-depth interviews with three Indonesian EFL teachers who are currently enrolled in a Masters program in English language education at a local university. The findings indicate that teachers, especially those with a literature-oriented background, underwent substantial conceptual and practical adjustments when moving from teaching roles to educational research. Many participants initially faced challenges stemming from limited familiarity with research methodologies, academic reading, and scholarly writing. Major constraints included time pressures, insufficient institutional support, and difficulties in adhering to academic writing conventions. Nevertheless, participation in research activities contributed to a more profound understanding of classroom practices, enhanced critical reflection, and sustained professional development. Moreover, research engagement allowed teachers to remain up to date with contemporary pedagogical developments, facilitating a transformation in professional identity from routine instructors to reflective, research-engaged educators. The findings suggest the transformative role of research in reshaping EFL teachers' professional identities and self-understandings within educational settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research 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.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 204 Subjects: – SubjectFull: Language teachers Type: general – SubjectFull: Science education Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Professional identity Type: general – SubjectFull: University research Type: general Titles: – TitleFull: From teachers to researchers: A phenomenological study of Indonesian EFL teachers' research experiences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mistar, Junaidi – PersonEntity: Name: NameFull: Ahmadi, Rulam – PersonEntity: Name: NameFull: Hamiddin – PersonEntity: Name: NameFull: Ubaidillah, M. Faruq IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 36 – Type: issue Value: 1 Titles: – TitleFull: Issues in Educational Research Type: main |
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