Research engagement among K–12 world language teachers: The role of continuing professional development

Abstract Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners ( N = 57) engage with and perceive L2 research in continuing professional development (CPD). Following a sequential, explanatory design, the study draws on questionnaire and interview data to explore how CPD contributes to these practitioners’ research engagement. Descriptive statistics revealed that participants are highly involved in CPD. However, only a third of their CPD activities featured research. While practitioners expressed favorable impressions of research, qualitative analysis uncovered contradictions between their conceptions of its purpose. Together, findings suggest that initiatives to strengthen the researcher–practitioner interface which would be met positively here, provided they do not impose time or financial burdens and align with practitioners’ professional goals. Given participants’ regular attendance, CPD emerged as a crucial site for those aspiring to strengthen research–practice connections. Implications for stakeholders who conduct classroom‐based research, lead CPD, or facilitate practitioner partnerships are discussed.