Factors inhibiting teachers from research engagement: A review

Luu Bich Ngoc , Phuong Hoang Yen * , Ly Thi Bich Phuong and Vo Phuong Quyen

* Corresponding author (phyen@ctu.edu.vn)

Article Sidebar

Full Text: PDF

Received: 12 Jun 2016
Revised: 13 Jul 2016
Accepted: 29 Jul 2017
Published: 31 Jul 2017
DOI: 10.22144/ctu.jen.2017.022
Views
417
Downloads
128
Crossref
Scopus
Google Scholar
Europe PMC
How to Cite
Luu, B. N., Phuong, H. Y., Ly, T. B. P., & Vo, P. Q. (2017). Factors inhibiting teachers from research engagement: A review. CTU Journal of Innovation and Sustainable Development , (06), 17-22. https://doi.org/10.22144/ctu.jen.2017.022
Issue
No. 06 (2017)

Main Article Content

Abstract

Teachers’ research capacity has long been considered an important component that contributes to their own professional development as well as teaching practice. Specifically, teaching effectiveness will be improved significantly when teaching is integrated with research activities (Healey, 2005). However, various factors have prevented teachers from involving in as well as conducting research activities. Basing on existing literature, the current study reviews five common factors that prevent language teachers from research engagement. These factors include non-collaborative school culture; limitations in teachers’ awareness, beliefs, skills and knowledge; limited resources; demotivators and economic factors. 
Keywords: Inhibiting factors, research engagement, teachers

Article Details

Creative Commons License

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

References

Allison, D., Carey, J., 2007. What do university language teachers say about language teaching research? TESL Canada Journal, 24(2): 61-81.

Atay, D., 2006. Teachers' professional development: Partnerships in research. Tesl-Ej, 10(2): 1-15.

Barkhuizen, G., 2009. Topics, aims, and constraints in English teacher research: A Chinese case study. TESOL Quarterly, 43(1): 113-125.

Borg, S., 2003. ‘Research education’ as an objective for teacher learning. In: B. Beaven, B., Borg, S. (Eds.). The role of research in teacher education. IATEFL. Whitstable, UK, pp. 41-48.

Borg, S., 2006. Research engagement in English language teaching. Teaching and Teacher Education, 23(5): 731-747.

Borg, S., 2009. English language teachers’ conceptions of research. Applied Linguistics, 30(3): 358-388.

Borg, S., 2010. Language teacher research engagement. Language teaching, 43(04): 391-429.

Burns, A., 1999. Collaborative action research for English language teachers. Cambridge University Press. Cambridge, 234 pages.

Crookes, G., Arakaki, L., 1999. Teaching idea sources and work conditions in an ESL program. TESOL Journal, 8(1): 15-19.

Elliot, J.,1991. Action research for educational change. McGraw-Hill Education. UK, 164 pages.

Gurney, M., 1989. Implementor or innovator? A teacher’s challenge to the restrictive paradigm of traditional research. In: Lomax, P. (Ed.). The management of change. Clevedon: Multilingual Matters, 425-476.

Halim, L., Meerah, S.M.M., 2002. Science trainee teachers' pedagogical content knowledge and its influence on physics teaching. Research in Science & Technological Education, 20(2): 215-225.

Hancock, R., 1997. Why are class teachers reluctant to become researchers? British Journal of In-service Education, 23(1): 85-99.

Hancock, R., 2001. Why are classroom teachers reluctant to become researchers? In: Soler, J., Craft, C., Burgess, H. (Eds.). Teacher development: Exploring our own practice. London: Paul Chapman. 119-132.

Hargreaves, A., 2001. The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35(5): 503-527.

Healey, M., 2005. Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In: Barnett, R. (Eds.). Reshaping the university: New relationships between research, scholarship and teaching, Open University Press. Buckingham, pp. 67-78.

Henson, K.T., 1996. Teachers as researchers. In: Sikula, T. Buttery, T., Guyton, E. (Eds.). Handbook of research on teacher education, Second Edition. New York: Simon and Schuster, 119-132.

Kincheloe, J., 2003. Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment, Second Edition. Routledge Falmer. New York, 296 pages.

Kirkwood, M., Christie, D., 2006. The role of teacher research in continuing professional development, British Journal of Educational Studies, 54(4): 429-48.

Kutlay, N., 2013. A survey of English language teachers’ views of research. Procedia-Social and Behavioral Sciences, 70: 188-206.

Lankshear, C., Knobel, M., 2004. A handbook for teacher research: From design to implementation. Open University Press. Maidenhead, England, 399 pages.

Lyle, S., 2003. An investigation into the impact of a continuing professional development programme designed to support the development of teachers as researchers in South Wales. Journal of In Service Education, 29: 295-314.

Macaro, E., 2003. Second language teachers as second language classroom researchers. Language Learning Journal, 27(1): 43-51.

McKernan, J., 1993. Varieties of curriculum action research: Constraints and typologies in American, British and Irish projects. Journal of Curriculum Studies, 25(5): 445-458.

Mehrani, M.B., 2015. English teachers’ research engagement: Level of engagement and motivation. Iranian Journal of Language Teaching Research, 3(1): 83-97.

MOET, Ministry of Education and Training of Vietnam. 2014. Circular No. 47/2014/TT-BGDĐT, dated on December 31. 2014 on regulating working regime for lecturers (in Vietnamese). Accessed on August 01, 2017. Available from http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=1&mode=detail&document_id=179054.

Oberg, A., McCutcheon, G., 1987. Teachers’ experience doing action research. Peabody Journal of Education, 64(2): 116-127.

O'Leary, Z., 2004. The essential guide to doing research. Sage. London, 226 pages.

Pham, H.H., 2006. Researching the Research Culture in English Language Education in Vietnam. TESL-EJ, 10(3):1-20.

Shkedi, A., 1998. Teachers’ Attitudes toward Research: A Challenge for Qualitative Researchers. International Journal of Qualitative Studies in Education, 11(4):559-578.

Worrall, N., 2004. Trying to build a research culture in a school: Trying to find the right questions to ask. Teacher Development, 8(2-3): 137-148.

Most read articles by the same author(s)

1 2 > >>