Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Abstract

The focus of this comparative qualitative study is on female teachers’ experiences as teacher researchers in Canada and Turkey as they worked towards the completion of their postgraduate degrees in the midst of teaching full-time. Attending carefully to participants’ accounts of time use during the research process revealed heavy time pressure as informed by teaching, societal norms and familial obligations. In response to complex schedules, participants engaged in multitasking and research engagement happened amongst multiple personal and professional responsibilities. The findings of this study provide new ways to consider the competing demands shaping women’s efforts to professionally develop and learn, and question the sustainability of teacher-led research as a sustainable professional learning endeavour beyond postgraduate studies

Keywords:

• teachers as researchers
• gender and professional development
• teacher time pressure
• multitasking
• qualitative approaches

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Participants’ research topics are not identified owing to ethical considerations of anonymity and privacy.

2. Pseudonyms are used for participants and institutions.

3. In Turkey, I advised all three of the women, as well as nine of their classmates, as part of my teaching responsibilities; however, my role in this process was of supportive mentor, as the project did not receive a formal grade and was assessed for completion. The three participants, as well as their classmates, presented their completed research projects to a different instructor.

4. In the Canadian institution, participants were assigned thesis advisors and committee members by the chair of the postgraduate programme. I did not serve as a thesis advisor or committee member for any of the participants.