Research Information System
ULEAD CONGRESS 2025: 14th International ELT Research Conference, Ankara, Turkey, 26 - 27 September 2025, pp.107, (Summary Text)
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