Too Much Research? Rethinking Teacher Learning in an Age of Metrics and Rankings

Abstract

The rapid pace and sheer volume of research publications in today’s academic landscape pose a significant challenge for teachers, particularly those who seek to engage with research as a form of professional learning. Although teachers are not responsible for this proliferation, they are nonetheless expected to navigate an ever-expanding body of literature and integrate research-based evidence into their practice. This article identifies the oversupply of publications as a barrier to English as an additional language (EAL) teachers’ meaningful engagement with research. After providing some background to the changing publishing landscape, I highlight the importance of fostering teachers’ transformative engagement with research-generated knowledge. I propose nurturing EAL teachers’ interpretive capacity, which encompasses critical reading, contextual awareness, and critical emotional literacy. I conclude the article with some implications for contextualizing theoretical ideas and for developing professional knowledge and competencies that are personally meaningful, locally grounded, and socially relevant.