Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course

Dados Bibliográficos

ID21360198
AutoresMai Xuan Nhat Chi Nguyen (0000-0003-1276-8589, Manchester Metropolitan University, autor correspondente), Phung Dao (0000-0002-8612-5589, Manchester Metropolitan University, autor correspondente), Noriko Iwashita (0000-0002-1402-7365, The University of Queensland, autor correspondente)
Ano2022
Volume106
Fascículo3
Páginas599-616
Data de publicação2022-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoModern Language Journal (JOURNAL)
Identificadores do periódicoISSN: 0026-7902 • E-ISSN: 1540-4781
EditoraWiley (PUBLISHER • GB)
DOI10.1111/modl.12795
OpenAlexW4290190349
IdiomaEN
Citações recebidas21
Referências citadas45

This study investigates the impact of an inquiry‐based teacher education course in nurturing second language (L2) teachers’ research mindset, defined herein as their cognition and action toward research. One hundred and thirty pre‐ and in‐service L2 teachers of various nationalities participated in a teacher education course on instructed second language acquisition (ISLA) at an Australian university. The course was designed following an inquiry‐based approach, with course activities focused on promoting teacher learners’ curiosity about ISLA issues and their engagement both with and in research. Data were collected before, during, and after course participation, using a precourse survey, written reflections, and focus group interviews. Findings revealed that the inquiry‐based course activities enabled the teacher learners to adopt a stronger research mindset. They were able to articulate the importance of research for teaching practice and gained firsthand experience as well as increased confidence in conducting research. They also showed inclination toward research‐informed teaching and were keen to maintain their newly established favorable relationship with research, despite acknowledging concerns about their future actual research engagement, mostly due to time constraint and lack of institutional support. These findings suggest implications for nurturing language teachers’ research mindset within L2 teacher education courses

Action research · Curiosity · Mathematics education · Mindset · Pedagogy · Teacher education · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies