Nauczycielska kompetencja badawcza wobec metodycznej popkultury na przykładzie nauczyciela języka angielskiego w edukacji wczesnoszkolnej (studium przypadku)

This article analyses the problem of teacher research competence in relation to methodical pop culture by EFL teacher in early childhood education. Authors pose two guiding questions: What is the concept of teacher research competence and how it is intended to be developed? Explorations were conducted with the use of case study method. The considerations were embedded in legal regulations, which provided a framework for core research material: two teachers’ books, two methodological training courses and interviews conducted with three primary school EFL teachers. First, the article introduces the problem field in which the explorations are situated and methodological assumptions. In the next section the authors present the obtained results in the form of two models: pragmatic and non‑pragmatic one, which differ in the way theory is linked to practice and the location of the teacher’s research activity. The final part presents two models of application of teacher research competence: pragmatical and a pragmatical, which corelate with contradicting groups of didactical paradigms.