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August 6, 2026Changing English

Revisiting the Research–Practice Divide: Teacher Agency, Institutional Conditions, and Practitioner Inquiry in EFL Contexts

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Authors

NYNuriye KARAKAYA YILDIRIMPSPerihan Savaş

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Overview

This reflective article interrogates teacher narratives to explore gaps between idealized agency and institutional constraints in EFL teaching.

Key Points

  • This research aims to examine the disconnect between the ideal of teachers as researchers and their actual classroom experiences.
  • Analyzed a series of teacher narratives
  • Interrogated structural conditions affecting practitioner inquiry
  • Explored experiences in English Language Teaching contexts
  • Identified a significant gap between the ideal of teacher agency and actual experiences
  • Highlighted institutional factors such as lack of time and training that hinder inquiry
  • Illustrated how these barriers lead to a fractured professional identity among teachers

Cite This Study

YILDIRIM et al. (2026) studied this question.

synapsesocial.com/papers/6a743783764cddc9499d4e34https://doi.org/10.1080/1358684x.2026.2704840
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

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  5. 5Researching <scp>TESOL</scp> Professionalism: A Practitioner‐Led Agenda for Reimagining Pedagogy and Policy2025 · 4 citations