Dissertation Title
Language Teacher Research Engagement: Managing Tensions, Developing Identities, and the Process of Becoming
Chair: Betsy Gilliland
(Proposal Defended: May 2022)
Dissertation Abstract: My dissertation is a longitudinal, multiple case study following seven English language teachers who participated in an informal, online professional learning community dedicated to teacher research over an academic year. Teacher research (TR), or ‘research done by teachers in their own classrooms, systematically studying their practice and/or their students’ learning’ (Gilliland, 2018), is distinct from other types of empirical research because ‘the teacher and researcher are one person carrying a dual identity throughout the research process’ (Gilliland et al., 2023). While conducting a TR project, teacher-researchers must navigate the intersection between their personal and professional values, their relationships with stakeholders, and their prior research training; therefore, ethical questions are consistently raised throughout the process. Through qualitative analysis of interviews, recorded conversations, and participant journals, I aim to understand how participants made sense of their experiences conducting teacher research, including how they navigated various ethical challenges that arose. I plan to use my findings to improve training materials for future teacher-researchers. In particular, I hope my participants’ stories can help new teacher-researchers develop and maintain an ethical stance towards their work.