English language teacher as researcher: Constructing a bridge between practice and theory

The reconceptualisation of teachers not solely as conveyors of knowledge, but as producers of knowledge as well, has brought about a substantial paradigm shift in education. A key aspect of this shift is the redefinition of teacher identity, particularly through the perspective of the teacher-researcher role. Especially since the early 21st century, global educational policies and teacher education practices have aimed to position teachers as autonomous professionals who question classroom practices, think critically and make decisions through systematically collecting data. In this regard, the current study aims to understand English language teachers' perceptions of research, the relationship between practice and research, the obstacles to teachers' engagement with research, and how they develop a teacher-researcher identity. Adopting a multiphase mixed method design, the study was conducted in four stages: (a) document analysis of curricula, (b) quantitative data collection and analysis through a survey, (c) qualitative data collection and analysis through a training course and subsequent action research, and finally (d) a thorough analysis of semi-structured interviews covering the entire process. Within the first phase, English Language Teaching (ELT) undergraduate programmes of 44 state universities in Türkiye were examined. The analysis demonstrated that Research Methods courses are included in the curricula. However, the duration and content of these courses vary among universities to some extent, with some programmes that allocate more time and offer more comprehensive content. The survey data collected in the second phase revealed that the teacher respondents (N = 112) perceived research as an endeavour that is largely academic, statistically based, and irrelevant to classroom practices. Additionally, the rates of conducting and reading research, as well as perceiving research as a tool for professional development, were notably low. Time constraints, lack of theoretical knowledge and institutional support, and professional isolation emerged as primary obstacles. Within the third phase, in-depth studies were conducted with five volunteer teachers who took part in a teacher research training course and engaged in action research. The participant teachers were observed to experience a significant change in their perspectives on research. Through action research implementation, they developed systematic solutions to classroom-related problems, enhanced their reflective thinking skills, and fostered professional autonomy. The semi-structured interviews, conducted in the fourth phase, revealed that the participant teachers developed positive attitudes towards research thanks to the training course and action research practice. The teachers emphasised the significance of peer collaboration and sustainability despite the challenges they encountered. Overall findings of the study demonstrated that the entire process enhanced the teachers' reflective thinking and systematic problem-solving skills, as well as highlighting to teachers that the teacher-researcher identity could be sustainable regarding professional development. The current research reveals that multidimensional strategies addressing not only knowledge transfer but also motivational factors and institutional support are necessary to enhance teachers' engagement in research. As a consequence of the study, the formation of the teacher-researcher identity can be sustained through structured professional development initiatives, reflective learning environments and collaborative school cultures.