TEACHING AS RESEARCH:
A CASE IN PRACTICE
Richard Pinner, Sophia University, Tokyo Whilst a great deal of research within the teaching research nexus is done on orwith teachers, clearly some of the most emic insights into classrooms come in theform of practitioner research. The need to present research as something
polished and finished that meets the requirements of academic journals can leadto a ‘distancing effect’ (Ushioda, 2021), and may create a divide between the two
activities where the nexus meets. Furthermore, there is a tendency for publishedresearch to further distance itself from reality by presenting only the sanitizedand ‘ideal’ version of the process and findings (Rose & McKinley, 2017).

ABSTRACT In this presentation, I reflect upon my own journey to becoming a practitioning
researcher by discussing one of the projects I have undertaken which was every
bit as much part of my teaching as it was part of my research. I will discuss how
conducting this research helped me broaden my horizons and develop as apractitioner. I will discuss the types of data and evidence that I collected in orderto question any assumptions about my practice, thus allowing me to arrive at
more solid and evidence-based conclusions (Walsh & Mann, 2015).
 During this short talk, I will explain what I do in my classes and how I make myresearch a part of my teaching practice by employing an approach that utilises
elements of autoethnography, exploratory practice and evidence-based reflective
practice. I will mainly describe some of the methods I employ in day-to-day
classes and how data is generated as a natural by-product of the type of teaching
I do. I will also comment briefly on why I feel this is also an ethical approach andwhy it can benefit my students and my own practice as both a teacher and aresearcher.

KEY WORDS

Autoethnography

Exploratory
practice

Evidence-basedreflective practicePotentially
Exploitable
Pedagogical
Activities

Metacognitive
strategies

EthicsWEARING TWO(OR MORE)
HATS

MANY HATS?

DICHOTOMOUS VIEW OFRESEARCH & PRACTICE

ONE BIG HATNATURAL RESEARCHERS
Most ESOL teachers are naturalresearchers. We’re used to working out theneeds of our students, evaluating theeffects of particular approaches, spotting
things that work or don’t work andadjusting our teaching accordingly. Veryfew teachers approach their workmechanically and nearly all of us reflect onwhat we do in the classroom.
K. Richards (2003, p. 232)
Qualitative inquiry in TESOL. Basingstoke: Palgrave Macmillan.

MY OFFICE• Collected circa 2008
Never looked at it• No longer relevant• Probably in breach ofdata protection laws
• I still remember what
is in there!!!

AUTOETHNOGRAPHY &“BALANCED RESEARCH”

SUBJECTIVITY NOT A
BAD THING

REVERSE THE
OBSERVERS PARADOXAUTO IS MORE THANJUST SELF
Li, N. (2006). Researching and experiencing motivation: aplea for ‘balanced research’. Language Teaching Research,10(4), 437-456.

Pinner, R. S., & Ushioda, E. (2019).
Personalisation and Professionalism:
managing the relationship between
teachers and learners as people. In R.
Lowe & L. Lawrence (Eds.),
Duoethnography in English language
teaching: Research, reflection, andclassroom application. Bristol: MultilingualMatters.

PERSONAL VS PROFESSIONALINTROSPECTIVETECHNIQUES ALL ROUND

 Metacognition
 Built into coursework andassignments A ‘small lens approach’ Ushioda, E. (2016). Language
learning motivation througha small lens: A research
agenda. Language Teaching,49(4), 564-577.

MULTIMODAL DATATYPES

REFLECTIONS AND
PREDICTIONS(METACOGNITION)

SELF-ASSESSMENTS &VIGNETTESEXAMPLES OF DATAESSAYS, REACTION
PAPERS AND
COURSEWORKAUDIO DATA AND
TRANSCRIPTS FOR
CLASSROOM DISCOURSE

EMIC INSIGHTS

Communities of practitionerresearchers

Broaden Horizons

SUMMARY AND DISCUSSION
 The teaching IS the research Both the researcher and students benefit fromprojects like this Time to DO the research is integrated, minimalimpediments on teaching time Sharing findings, writing up and disseminating
research?

DISCUSSION

How can we encourage thedissemination of research
projects like this?

Community of researchers inpractice

Other Questions?!

Richard Pinner
rpinner@sophia.ac.jp

www.uniliterate.com

Thank you