Take off the PhD hat!
Frontline teachers understandably doubt, at least implicitly, how useful researchers’ pedagogical recommendations are. If so, taking off the PhD hat may be the first action that a researcher should take if and when they wish to contribute to classroom teaching. Based on an empirical study, I will discuss the epistemological clash between teachers and researchers and how we can together mitigate emotional rejections of each other’s contribution to student learning.
Masatoshi Sato is a Professor at Universidad Andrés Bello, Chile. His research agenda is to conduct theoretical and applied research in order to facilitate the dialogue between practitioners and researchers. His research interests include instructed second language acquisition, peer interaction, metacognition, corrective feedback, learner psychology, teacher psychology, race and accents, and the research-practice relationship. He is the recipient of the 2014 ACTFL/MLJ Paul Pimsleur Award. He is currently the Editor of Language Awareness and an executive member of the Editorial Advisory Board of Taylor & Francis.
