Foregrounding language teacher agency and positioning of EFL teachers in the research-practice nexus

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-04-15 DOI:10.1016/j.system.2025.103682

Zhiyi Liu, Mary B. McVee

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引用次数: 0

Abstract

This qualitative study explores the interconnections among English as a Foreign Language (EFL) teachers' experiences, agency, positions, and future-oriented thinking within the research-practice nexus. The authors utilized a positioning theory framework along with Biesta et al.’s (2015) agency model, focusing on narrative interviews conducted with EFL teachers at a research-oriented university in China. This study explored how EFL teachers positioned themselves in their narrated research and teaching experiences. Furthermore, it investigated what factors influenced EFL teachers to exercise agency, or lack thereof, in the dynamic research–practice interaction process while they were in such positions. The findings revealed 1) EFL teachers' agentic teacher positions with positive attributes and 2) current positioning of passive teachers toward future positioning as agents of change in research engagement. Our findings indicated that factors such as EFL teachers' previous research-related experiences, research-informed teaching beliefs, school structures, and available resources influenced the achievement or limitation of teacher agency in relation to enhancing or decreasing teaching quality and research engagement. The exploration of the participants' positions as agentic teachers holds implications for enhancing a sustainable relationship between research and practice for language teacher education, curriculum design, and research development.

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重视语言教师的能动性和 EFL 教师在研究与实践之间的定位

本定性研究探讨了在研究与实践的关系中，对外英语教师的经验、代理、职位和面向未来的思维之间的相互关系。作者运用了定位理论框架以及Biesta等人（2015）的代理模型，重点研究了对中国一所研究型大学的英语教师进行的叙述性访谈。本研究探讨了英语教师如何在他们叙述的研究和教学经历中定位自己。此外，本研究还探讨了影响英语教师在动态的研究-实践互动过程中行使能动性的因素，或缺乏能动性的因素。研究结果显示：1)英语教师的主动教师地位具有积极属性；2)被动教师目前的定位是未来作为研究投入的变革推动者的定位。我们的研究结果表明，英语教师以往的研究相关经验、以研究为导向的教学信念、学校结构和可用资源等因素影响教师代理在提高或降低教学质量和研究参与方面的成就或限制。探索参与者作为代理教师的地位，对于加强语言教师教育、课程设计和研究发展的研究与实践之间的可持续关系具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.