Living The Research Experience: A Phenomenological Inquiry into Teacher Educators' Becoming And being Researchers

Abstract

Research has become an integral part of the work of teacher educators, although the process of becoming a researcher is sometimes fraught with problems that are more than technical. This phenomenological study examined the lived experiences of teacher educators in the development and maintenance of their positions as researchers. In particular, it explored their experiences of the research process, challenges and opportunities, personal and institutional influences on their engagement, strategies for overcoming challenges, and how this experience influenced their confidence, scholarly identity and professional development. Moustakas' transcendental phenomenology guided the study. The study participants were about 15 full-time teacher educators from the nine campuses of Cagayan State University who were purposively recruited for their research experience. Data collection was conducted through in-depth semi-structured interviews accompanied by field notes and reflective memoranda and analysed based on Moustakas’ (1994) phenomenological processes, such as epoche, horizontalization, grouping of meaning units, and construction of textural and structural descriptions. The findings showed that the study journeys of the participants were defined by a process of continuing learning, adaptation and personal transformation. Many encountered uncertainties, especially in framing research and making methodological choices right away. But with experience, mentorship, collaboration, institutional support, and continuous involvement in research, their confidence grew, and their sense of scholarly identity increased. Participants began to see research as more than a professional obligation, but a meaningful engagement, tightly interwoven with teaching, reflective inquiry and continuing professional development. The study shows that the process of becoming a researcher is a fluid and continuous experience, determined by personal dedication and the support offered by the institution. These findings emphasize the relevance of persistent mentoring, research capacity development efforts and supportive institutional contexts in facilitating prolonged research engagement of teacher educators.