The development of EFL teacher agency for research in a domestic visiting scholar program in China: A case study

Despite a recent increase in research on language teacher agency, few studies have explored how in-service education programs shape teacher agency for research. Addressing this gap, this case study employs activity theory as a theoretical lens to investigate the dynamic evolution of a college English as a Foreign Language (EFL) teacher's agency for research within a domestic visiting scholar program in China. Data from semi-structured interviews, reflective summaries, and relevant documents were collected and analyzed using thematic analysis. Two main findings emerged. First, the teacher's agency for research evolved significantly, reflected in: a shift in her agency beliefs from viewing teaching and research as separate to understanding their synergistic integration; a change in her agency practice from overthinking and inaction to critical reading, continuous reflection, and effective time management; and a development in her agency disposition from initial excitement to sustained resolve. Second, this evolution was mediated through her interactions with others, the use of cultural artifacts, and activity-based mediation within the program. This study contributes to the literature on teacher agency and offers practical implications for the design of in-service teacher professional development and teacher education programs.