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Abstract Abstract: Drawing on Activity Theory, this case study examines three college English teachers’ practices and perceptions of academic writing for publication and their development trajectory. The analyses of the data including interviews, teacher reflection, teacher research articles, group discussions, and online communications indicate that teacher perceptions of research are shaped by teaching and research experiences and institutional cultures, and shape daily practices. As subject, the teacher is a vital element in the activity system of academic writing for publication. Facilitated by group mediation, individual teachers become either fast or slow in the writing and publishing rhythm, but the quality has improved somewhat and their perceptions of research tends to be more rational. The shared object within the joint activity system makes teacher cooperation possible, and promotes the writing and publishing process. The above findings may offer insights into reconceptualizing the writing for publication activities among language teachers and provide implications for creating the teacher research community, which makes a difference to teacher cooperation and common development.
Key words: college English teachers; academic writing for publication; Activity Theory
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