Teacher Research as Transformative Learning: A Collaborative Autoethnographic Study of Three Language Teachers

ABSTRACT Teacher research is increasingly recognized as a form of professional learning for language teachers. However, its depiction is primarily in the form of collaborative professional learning, which restricts a view of the internal changes that language teacher‐researchers may undergo. This autoethnographic study explores the transformative journey of three Vietnamese language teacher‐researchers through their action research learning. Their evolving perceptions of research, initially viewed as a formal scholarly endeavor, shifted toward recognizing its practical value in addressing classroom challenges and fostering professional growth. Influenced by formal training, communities of practice, and reflective practice, they transitioned from experience‐based to evidence‐based pedagogy and embraced their identities as teacher‐researchers—explored through the five‐stage framework of transformative learning proposed by Arnd‐Michael Nohl. This study highlights the potential of teacher research to bridge theory and practice, contributing to a deeper understanding of teacher professional development within the Vietnamese context.