Trajectories Towards Authorship

Mapping English Language Teacher-Researchers’ Collaboration and Networking Practices Throughout Their Professional Paths

“…This multiple case study was a follow-up study on paths toward authorship in ELT (Encinas-Prudencio et al, 2019). Four categories emerged from the previous study: (a) context awareness of higher education and ELT communities, (b) collaboration and networking, (c) publication practices, and (d) agency.…”

“…These categories, identified by Trujeque-Moreno et al (2015) and Encinas-Prudencio et al (2019), are used in this study to examine collaboration and networking practices (see Figure 1) from these participants' professional paths. Maps were developed to visualize participants' practices, the communities they belonged to, and the level at which they participated in their local, national, or international contexts, taking into account the conceptual differences in collaboration and networking above, as well as the participants' landscape of practice.…”

“…When looking at ELT teacher-researchers' paths (Encinas-Prudencio et al, 2019), two of the critical features of professors' participation in the community arose: (a) teacher-researchers collaboration and networking practices and (b) agency, which are commonly considered as social action attained by a person's capacity. Priestley et al (2012) view agency as an emergent phenomenon.…”

“…In Mexico, as elsewhere, higher education English teaching professors construct and negotiate their professional paths in complex landscapes where they have to deal with several tensions, such as the one between individual and collective work, especially in their authorship development (Domínguez-Gaona et al, 2015;Encinas-Prudencio et al, 2019;Trujeque-Moreno et al, 2015). On the one hand, policies of organizations such as the Sistema Nacional de Investigadores (National Research System) and formal graduate programs require individual academic production.…”