Work

Teacher Research as Transformative Learning: A Collaborative Autoethnographic Study of Three Language Teachers

Year: 2026

Type: article

Abstract: ABSTRACT Teacher research is increasingly recognized as a form of professional learning for language teachers. However, its depiction is primarily in the form of collaborative professional learning, which restricts a view of the internal changes that language teacher‐researchers may undergo. This autoethnographic study explores the transformative journey of three Vietnamese language teacher‐researchers through their action research learning. Their evolving perceptions of research, initially viewed as a formal scholarly endeavor, shifted toward recognizing its practical value in addressing classroom challenges and fostering professional growth. Influenced by formal training, communities of practice, and reflective practice, they transitioned from experience‐based to evidence‐based pedagogy and embraced their identities as teacher‐researchers—explored through the five‐stage framework of transformative learning proposed by Arnd‐Michael Nohl. This study highlights the potential of teacher research to bridge theory and practice, contributing to a deeper understanding of teacher professional development within the Vietnamese context.

Source: International Journal of Applied Linguistics

DOI: 10.1111/ijal.70119

Authors: Duy Minh Dang‐Tran, Dang Nguyen‐Minh, Vy Phuong Mai, Vu Tran‐Thanh

Institutions: Ho Chi Minh City University of Education, Institute of Malariology, Parasitology, and Entomology Quy Nhon

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,240