Towards research-literate language educators: Unveiling difficulties and delineating pathways of evidence-informed practice

• Authors: Dorota Bednarek , Katarzyna Cybulska-Gomez de Celis

Title variants

PL

Rozwijanie umiejętności badawczych u nauczycieli języków: zobrazowanie trudności i wyznaczanie kierunków praktyki wspieranej badaniami

Abstracts

PL

Celem tekstu jest pokazanie potencjalnych korzyści płynących z rozwijania umiejętności badawczych nauczycieli w ogóle i nauczycieli języków w szczególności. Sądzimy, że nauczyciele, którzy nabyli umiejętności badawcze, są w stanie efektywnie czerpać z badań empirycznych przy podejmowaniu decyzji w klasie, co może zoptymalizować korzyści uczniów. Podkreślamy fakt, że odwołując się do swojego doświadczenia zawodowego, nauczyciele mogą również pełnić rolę aktywnych badaczy dzielących się swoimi obserwacjami i weryfikujących skuteczność poszczególnych technik nauczania lub działań w różnych kontekstach i dla indywidualnych potrzeb edukacyjnych. Próbując wyjaśnić podstawowe nieporozumienia, dostrzegamy potrzebę praktyki nauczania wspieranej badaniami empirycznymi, która wywodzi się z podejścia „opartego na dowodach”, popularnego w medycynie, psychologii i psychoterapii. W ostatniej części tekstu pokazujemy przydatność różnych metod badań empirycznych do odpowiedzi na różnorodne pytania badawcze, podając jednocześnie przykłady wysokiej jakości badań z zakresu edukacji językowej. Podsumowując, apelujemy o ściślejszą współpracę i dwukierunkową wymianę know-how między nauczycielami a naukowcami.

EN

The aim of our text is to show the potential benefits of developing research literacy of teachers in general and language teachers in particular. We argue that research-literate teachers may effectively draw upon empirical studies and make informed decisions in the classroom, which has the potential to optimise students’ benefits. We emphasise the fact that, by referring to their experiential knowledge, teachers can also assume the role of active researchers who communicate their observations and validate particular teaching techniques or activities for different contexts and needs. By attempting to clarify basic misunderstandings, we see the need for ‘evidence-informed’ practice in teaching, which stems from an ‘evidence-based’ approach popular in medicine, psychology and psychotherapy. Finally, we demonstrate the suitability of various designs of empirical studies to answer different types of research questions, which we exemplify by high-quality studies from language education. Concluding, we call for tighter cooperation and bidirectional exchange of the know-how between teachers and academics.

Keywords

EN

research literacy; evidence-informed practice; evidence-based practice; efficacy research in education; language teachers; language education

PL

umiejętność prowadzenia badań; praktyka nauczania wspierana badaniami empirycznymi; praktyka oparta na dowodach; badania skuteczności w edukacji; nauczyciele języków; kształcenie językowe

• Publisher: Akademia Humanistyczno-Ekonomiczna w Łodzi
• Journal: Językoznawstwo
• Year: 2022
• Volume: 16
• Issue: 1
• Pages: 111-133

Dates

published

2022

Contributors

author

Dorota Bednarek

• SWPS Uniwersytet Humanistycznospołeczny

• https://orcid.org/0000000347772588

author

Katarzyna Cybulska-Gomez de Celis

• Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach

• https://orcid.org/0000000288833175

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Identifiers

DOI

10.25312/2391-5137.16/2022_08dbkc

Biblioteka Nauki

2085382