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] |
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| Database: | Education Research Complete |
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