| This research examines the learning experiences of a group of university language professors within their Landscape of Practice (Wenger, 2010; Wenger-Trayner & Wenger-Trayner, 2015b) and how these learning experiences are shaped after partaking in a Community of Practice (CoP) (Wenger, 1998; Wenger-Trayner & Wenger-Trayner, 2015b) that focuses on critical action research (CAR). The study is an action research informed case study that draws from the communities of practice conceptual framework considered within the social learning systems (Wenger, 2000; Blackmore, 2012).;Qualitative data was collected from 16 members of the community, including eight focal participants, through observations, questionnaires, document review, conversational interviews and focus groups. Findings suggest that participants perceive the initiative of creating a community of practice as a positive and worthwhile endeavor because it allows them to learn about critical action research within a group that shares interests and expectations. Furthermore, the participants explain how this space for interaction has opened opportunities to understand the link between teaching and research, move beyond academic egoism, and share experiences as well as knowledge.;Themes emerging from the analysis suggest that, although perceptions and understandings of critical action research and social justice have shifted after participating in the community and two CAR projects have since been proposed, there is still a need to encourage the use of this research approach within universities in Ecuador where inequity among professors seems to be the rule. In addition, the data highlights factors that have enabled or constrained the commitment of participants to community activities as well as their own academic and professional development. |
