Teachers’ Perceptions towards Research Engagement and its Relation to their Continuous Professional Development: Case of Algerian University Teachers of English

Abstract

Continuous professional development (CPD) assumes a significant role in language education (Slimani-Rolls & Kiely, 2019). This significance is evident in the growing academic interest in identifying effective CPD models (Edwards, 2015). Among the various factors believed to exert a substantial influence on teachers' CPD, teachers' research engagement stands out (Borg, 2013). While studies on language teachers' research engagement have yielded valuable insights into the motivations and challenges associated with research engagement, limited attention has been given to amplifying the voices of language teachers within the Algerian university context, particularly concerning their thoughts on research engagement and its connection to their CPD. To address this gap, I conducted a qualitative case study to explore the perceptions of Algerian university teachers of English regarding research engagement and its implications for their CPD. I collected the data through online semi-structured interviews with 11 Algerian university teachers. I analyzed the findings using Braun and Clarke's reflexive thematic analysis (2022). In order to interpret the findings, I applied Bronfenbrenner's Ecological Systems Theory (1979) and the Self-determination Theory by Edward L. Deci and Richard M. Ryan (2018). The results underscored the participants' emphasis on the importance of a supportive physical and psychological research environment. Additionally, the data highlighted the significance of certain personal attributes, such as proactivity, in enhancing teachers' research involvement. Furthermore, the data emphasized the necessity to redefine the concept of 'research engagement' within the framework of teachers' CPD, taking into account its impacts on teachers, students, institutions, and the broader community.