Teachers' Perceptions Of Educational Research

Recent studies seem to indicate that when teachers engage with research great benefits to both lecturers’ teaching and students’ learning happen (Hoang Thi Bich Phuong Bich 2018). However the integration of research in teaching-learning practice can still be identified as a challenge that needs to be met in higher education (Vereijkena van der Rijsta Jan de Beaufortb van Drielc and Dekkerd 2018). Besides there seems to be a paucity of studies conducted to explore teacher educators’ research engagement in English as a Foreign Language contexts. Thus this study aimed to examine EFL teachers’ engagement with and attitudes towards educational research in a Mexican teacher education programme. The team of researchers conducted a mixed-method study in which a sample of the population of educators answered the the Teacher Attitude Scale towards Educational Research (Ilhan et al. (2013). Qualitative data emanated from interviews to 6 teachers. The findings suggest that teacher educators perceive a need for educational research however its value and applicability cannot be ascertained. Barriers which impede teacher educators’ engagement with research were also identified.