Speaker
Description
Research plays a crucial role in developing the English Language Teaching (ELT) context, especially when there are increasing demands for teacher professional development. This leads to a growing trend towards pursuing postgraduate programs with higher demands for research competence. While studies on research competence are prevalent, a research gap remains regarding how ELT teachers – specifically those who are studying at the Master’s level – conceptualize their “research mindset”. This research aims to fill that gap. This is Phase 1 of a larger project, utilizing a qualitative case study design incorporating narrative frames (N=4) and in-depth interviews (N=4), which were conducted sequentially. Through the lens of Complex Dynamic Systems Theory (CDST), the results show that students’ research mindset is not a static entity but a non-linear transition, from viewing research as a mandatory academic task to voluntary professional engagement. The study also highlights the paradoxes between practical perception, the self-efficacy gap, and diplomatic capability in the research process. The findings imply that integrating research into practice in training programs is necessary, as well as building scaffolding pathways to strengthen self-reliance and foster communities of practice to cultivate a sustainable researcher identity among Master’s level students.
Keywords: research mindset, Complex Dynamic System Theory, ELT context, teacher professional development
