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Faculty Members Agency in Teaching and Research: A Comparative Study of Applied Linguistics and Chemistry | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 شهریور 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2026.150218.2828 | ||
| نویسندگان | ||
| Arezoo Nasimi1؛ Saber Khaghaninejad1؛ Reza Rezvani* 2 | ||
| 1Department of Foreign Languages and Linguistics Shiraz University | ||
| 2Shiraz University, Department of Foreign Languages and Linguistics | ||
| چکیده | ||
| This study explored how agency is perceived and exercised in teaching and research among Iranian academics in Applied Linguistics and Chemistry. Using a qualitative narrative inquiry design, data were collected through semi-structured interviews with ten faculty members from two Iranian universities and analyzed thematically. The findings revealed clear disciplinary differences in the construction and enactment of agency. Applied Linguistics faculty viewed agency as relational, pedagogical, and classroom-centered, with teaching as the primary domain of professional influence. Research was mainly seen as a resource for enhancing instructional practice, while agency was exercised through reflective teaching, responsiveness to students, and pedagogical adaptation. In contrast, Chemistry faculty viewed agency as strategic and research-centered, expressed through research planning, scholarly productivity, resource management, and academic leadership. Interpreted through Priestley et al.’s (2026) ecological model, the findings further showed that agency emerged through the interplay of iterational, practical-evaluative, and projective dimensions. Applied Linguistics faculty drew on past teaching experiences, evaluated present classroom conditions, and oriented future agency toward pedagogical development, whereas Chemistry faculty drew on research experiences, evaluated research resources and institutional conditions, and oriented future agency toward publication, productivity, and scholarly advancement. Overall, the findings demonstrate that faculty agency is discipline-sensitive and context-dependent, shaped by disciplinary histories, present conditions, and future professional goals, highlighting the need for contextually responsive approaches to understanding and supporting faculty agency in higher education. | ||
| کلیدواژهها | ||
| Applied Linguistics Versus Chemistry Faculty Members؛ Disciplinary Cultures؛ Faculty Agency؛ Iranian Higher Education؛ Teaching- Research Nexus | ||
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آمار تعداد مشاهده مقاله: 2 |
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