Research as a Proxy Agent for Professional Development, Wellbeing and Collective Agency

Date

2025-09-27

Author

Tanrıverdi Köksal, Fatma
Işık Güler, Hale

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Adopting narrative inquiry, this study explored the experiences of five EFL instructors' becoming academic researchers, specifically focusing on their research practices during their doctoral education journey. Utilizing a metatheoretical framework designed by the researcher, the analysis of the narrated life experiences collected via semi-structuctured interviews revealed that for these academic research teachers (ARTs), research practices served as a proxy agent that fostered their professional development and wellbeing as well as it fostered collective agentic actions. This study offers important implications for teachers who also assume researcher identity roles as they pursue doctoral education while working as a full time teacher. Also, presenting the intersection between their teaching and research practices, the study highlights significant implications for the teacher education programs, research communities, school administrations, and policy-makers. (*This conference paper is extracted from the completed doctoral dissertation of Author 1, under the supervision of Author 2.) Keywords: Research, Identity, Agency, Academic Researcher Teacher (ART), Professional Development, Doctoral Education, Narrative Inquiry

URI

https://drive.google.com/file/d/198YrXi5dcxNViDtppZ-0AENMfnexAo3x/view
https://hdl.handle.net/11511/116430

Collections

Department of Foreign Language Education, Conference / Seminar