Reflective dialogues in negotiating the research-practice nexus: A case study of an English as a Foreign Language (EFL) teacher-researcher collaboration

IF 5.6 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-06-21 DOI:10.1016/j.system.2025.103757

Larena Schäfer

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Abstract

Reflective dialogues between researchers and teachers in Design-Based Research (DBR) projects are often presented as promising opportunities for establishing the research-practice nexus. However, collaborative DBR partnerships in language teacher education remain underexplored. This case study aims to address this gap, exploring how the research-practice nexus is fostered or challenged through reflective dialogues between an EFL teacher and a researcher in a DBR project. Based on data from semi-structured project meetings, informal planning and reflection sessions, and a researcher's field diary, this study identified collaborative goal setting, the co-design of a lesson sequence, and a multifaceted understanding of the lesson design as central reflective practices for fostering the nexus. At the same time, the study reveals significant challenges for the research-practice nexus, including differing conceptual understandings, asymmetries in roles, and tensions between practice-oriented and research-driven priorities. Practical implications are discussed for future researcher-teacher collaborations within language teacher education.

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探讨研究-实践关系中的反思性对话：以外语英语教师-研究者合作为例

在基于设计的研究（DBR）项目中，研究人员和教师之间的反思性对话通常被认为是建立研究与实践联系的有希望的机会。然而，语言教师教育中的DBR合作伙伴关系仍未得到充分探索。本案例研究旨在解决这一差距，探索如何通过英语教师和DBR项目中的研究人员之间的反思性对话来促进或挑战研究与实践之间的联系。基于半结构化项目会议、非正式计划和反思会议的数据，以及一名研究人员的实地日记，本研究确定了协作目标设定、课程序列的共同设计以及对课程设计的多方面理解，这些都是促进联系的核心反思实践。同时，该研究也揭示了研究与实践关系面临的重大挑战，包括不同的概念理解、角色的不对称，以及实践导向和研究驱动优先级之间的紧张关系。讨论了未来语言教师教育中研究者与教师合作的实际意义。

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.