Qualitative Teacher Research

Bibliographic Data

ID23707644
AuthorsYvonne Foley (0000-0003-1419-1269), Jonathan Hancock (0000-0001-5997-9426)
Year2025
Pages1-7
Publication date2025-12-02
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal0986.pub2
OpenAlexW4416917768
ISBN9781405198431
LanguageEN
References cited22

In this chapter, we begin by briefly charting the foundational work on teacher research that sets the stage for the emergence of a range of qualitative approaches, including action research, professional inquiry, and practice‐based research. In the contemporary world, where contexts for learning and teaching have become increasing global, scholars have argued that teacher research must engage critically with the complexities, challenges, and affordances that arise in teaching socially, culturally, and linguistically diverse learners. As such, subsequent sections consider the ways in which the transnational landscape charts fresh territories for teacher research in language education, including issues of how teachers construct their professional identities, and growing recognition of the impact of the emotional and affective dimensions of teaching. Our aim is to provide insight into current approaches to qualitative teacher research in language education across global contexts, which have expanded beyond traditional methods to increasingly take account of diversity and difference, and to point toward future directions, challenges, and opportunities in the field.

Action (physics) · Action research · Affordance · Construct (python library) · Diversity (politics) · Point (geometry) · Qualitative research · Teacher education

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