Knowledge Flow in Argentinian English Language Teaching: A Look at Citation Practices and Perceptions

Autor/inn/en	Banegas, Darío Luis; Cad, Ana Cecilia
Titel	Knowledge Flow in Argentinian English Language Teaching: A Look at Citation Practices and Perceptions
Quelle	In: Educational Action Research, 29 (2021) 3, S.378-395 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1842781
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Communities of Practice; Foreign Countries; Transformative Learning; Authors; Teaching Methods; Teacher Researchers; Research Reports; Teacher Attitudes; Knowledge Level; Language Teachers; Educational Research; Argentina + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Community; Ausland; Pädagogische Transformation; Author; Autor; Autorin; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerforschung; Research report; Forschungsbericht; Lehrerverhalten; Wissensbasis; Language teacher; Sprachunterricht; Bildungsforschung; Pädagogische Forschung; Argentinien
Abstract	Teacher research can be defined as research carried out by teachers for teachers. This type of educational research emphasises a transformative perspective through which teachers become agents of change. In the case of teacher research, it is hoped that findings resonate with other teachers in the broad contexts in which they originate and that there is impact, knowledge flow and knowledge democracy. This requires findings to be accessible for teachers to locate so colleagues are aware of what is produced in their own professional context. The aim of this article is to understand the extent to which studies authored by Argentinian teacher-researchers in English language teaching (ELT) make an impact in the local ELT professional community of practice by tracking Argentinian ELT author references in their outputs. Data were collected from a corpus consisting of 98 articles published in two local venues between 2014 and 2018 and a questionnaire completed by 65 authors included in the corpus. Findings reveal weak impact and knowledge flow within the Argentinian ELT professional community of practice caused by hegemonic practices and a tendency to value works situated in the UK/US. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01