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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| Language: | English |
| Authors: | Junaidi Mistar (ORCID |
| Source: | Issues in Educational Research. 2026 36(1):204-220. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Teacher Researchers, English (Second Language), Second Language Instruction, Language Teachers, Teacher Attitudes, Graduate Students, Masters Programs, Private Colleges, Faculty Development, Professional Identity, Educational Research, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | Indonesia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | While research has the potential to improve teaching practices and instructional decision-making, 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 private university in Indonesia. 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier36/mistar-abs.html |
| Accession Number: | EJ1505610 |
| Database: | ERIC |
| Abstract: | While research has the potential to improve teaching practices and instructional decision-making, 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 private university in Indonesia. 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. |
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| ISSN: | 0313-7155 1837-6290 |
