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| Main Authors: | , , , |
|---|---|
| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2026
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.19704731 |
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Table of Contents:
- <p class="MsoNormal"><span>Extensive research has consistently suggested that merging research activities with teaching and learning can lead to improved effectiveness of teaching and learning. Despite the benefits of research engagement as documented in the research literature, not many teachers seem willing to engage with and in research. By exploring the English Second Language (ESL) teachers’ perspectives, this study investigated the constraints and enablers of teacher research to advance the Scholarship of Teaching and Learning (SoTL) in ESL teaching practices in the Kalahari circuit in Namibia. This qualitative study collected data through focus group interviews from ESL teachers at senior secondary school levels (grades 10-12) in the Kalahari circuit, Namibia. Thematic analysis was used to analyse the data. The study found that teachers’ willingness to engage in research is influenced by factors, such as school culture, research knowledge and skills, and availability of resources. It also highlights the importance of promoting the SoTL among teachers to improve teaching and learning practices. The findings of this study suggest a need for interventions, such as a training workshop, to provide targeted support and solutions to specific challenges that emerged from the research. The study recommends building communities of teacher-researchers to support and share expertise and integrate research into teaching practices, which also creates environments that value and support the Scholarship of Teaching and Learning. </span></p>