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Journal articles on the topic 'Action research in education. Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Capobianco, Brenda M., and Allan Feldman. "Promoting quality for teacher action research: lessons learned from science teachers’ action research." Educational Action Research 14, no. 4 (December 2006): 497–512. http://dx.doi.org/10.1080/09650790600975668.

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Mason, Rachel. "Art teachers and action research." Educational Action Research 13, no. 4 (December 1, 2005): 563–80. http://dx.doi.org/10.1080/09650790500200345.

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Feldman, Allan. "Teachers, responsibility and action research." Educational Action Research 15, no. 2 (June 2007): 239–52. http://dx.doi.org/10.1080/09650790701314809.

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4

Oberg, Antoinette, and Gail McCutcheon. "Teachers’ experience doing action research." Peabody Journal of Education 64, no. 2 (January 1987): 116–27. http://dx.doi.org/10.1080/01619568709538554.

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5

Elliott, John. "Research on teachers' knowledge and action research." Educational Action Research 2, no. 1 (January 1994): 133–37. http://dx.doi.org/10.1080/09650799400200003.

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6

Vaughan, Sinéad. "Exploring teachers’ experiences of action research." London Review of Education 18, no. 3 (November 13, 2020): 408–22. http://dx.doi.org/10.14324/lre.18.3.06.

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Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressing teachers’ frustrations around accountability and performativity.

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Manfra, Meghan McGlinn. "Action Research and Systematic, Intentional Change in Teaching Practice." Review of Research in Education 43, no. 1 (March 2019): 163–96. http://dx.doi.org/10.3102/0091732x18821132.

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Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.

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Khalil, Eftima. "EFL Instructors' Perceptions Regarding Conducting Action Research." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 53–67. http://dx.doi.org/10.4018/ijtepd.2019070104.

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In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.

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Quintero Corzo, Josefina, and Odilia Ramírez Contreras. "Conducting Action Research Projects in a Teacher Preparation Program." Lenguaje 37, no. 2 (December 12, 2009): 415–36. http://dx.doi.org/10.25100/lenguaje.v37i2.4901.

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This article deals with a study carried out at Universidad de Caldas, a public institution for higher education in Colombia, South America. The purpose is to state the impact of the Action Research Model on the professional and personal education of beginning teachers along their English teaching practicum at public elementary, middle and high school. The study finds a positive effect of Action Research on teacher trainees, as reflected on the higher self awareness of the teachers’ role, increased reflective skills, and a greater mastery of research skills and curriculum reinforcement in the participant institutions. These findings should contribute to the enrichment of Colombian public teacher education and teaching profession.

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Kyle, Diane W., Ric A. Hovda, and Betty Lou Whitford. "Action Research for Teachers: A Reflective Dialogue." Teaching Education 1, no. 1 (February 1987): 92–97. http://dx.doi.org/10.1080/1047621870010122.

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11

Li, Yuen‐Ling. "Teachers in action research: assumptions and potentials." Educational Action Research 16, no. 2 (June 2008): 251–60. http://dx.doi.org/10.1080/09650790802011908.

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Bustingorry, Sonia Osses. "Towards teachers' professional autonomy through action research." Educational Action Research 16, no. 3 (September 2008): 407–20. http://dx.doi.org/10.1080/09650790802260398.

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13

Llorens, Mary Beth. "Action Research: Are Teachers Finding Their Voice?" Elementary School Journal 95, no. 1 (September 1994): 3–10. http://dx.doi.org/10.1086/461784.

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14

Hardy, Ian, Karin Rönnerman, and Christine Edwards-Groves. "Transforming professional learning: Educational action research in practice." European Educational Research Journal 17, no. 3 (February 1, 2017): 421–41. http://dx.doi.org/10.1177/1474904117690409.

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This article seeks to extend current understandings of educational action research, particularly how teachers’ actions, talk and ongoing relatings can serve as a vehicle for transforming their learning, including under current global conditions of more performative accountability. The research is grounded in Noffke’s (2009) understandings of the nature of the personal, professional and political dimensions that characterize action research. While validating Noffke’s (2009) dimensions, we also argue that specific instances of action research help provide insights into not just how action research might be currently understood, but details about how it has actually transformed teachers’ learning practices. To do so, we draw upon recent theorizing into the nature of educational practice, and an example of action research in one school in Australia. Specifically, and drawing upon Kemmis et al. (2014), we reveal the particular ‘doings’ (actions), ‘sayings’ (talk) and ‘relatings’ (relationships) that characterize specific instances of teachers’ learning during part of an action research cycle in this school, under current policy conditions. By indicating how this learning came about, we reveal how the personal, professional and political dimensions (Noffke, 2009) in action research settings are enacted, leading to transformed practice through specific doings, sayings and relatings under current conditions.

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Aspasia, Dania, Naki Chrysoula, Stasinos Panagiotis, and Lykesas Georgios. "Physical Education Teachers′ Action Research on Teaching Games for Understanding." Mediterranean Journal of Social Sciences 8, no. 2 (March 28, 2017): 105–11. http://dx.doi.org/10.5901/mjss.2017.v8n2p105.

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Abstract The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers′ effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students’ learning. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations. An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher’s acting and researching on TGfU. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers’ capacity to design non-hierarchical lesson activities that are dedicated to students’ understanding and development, as the ones suggested by the TGfU approach.

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Mello, Heliana, Deise P. Dutra, and Miriam Jorge. "Action research as a tool for teacher autonomy." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 512–28. http://dx.doi.org/10.1590/s0102-44502008000300007.

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This paper focuses on the pertinence of Action Research as a practical tool in the enhancement of language teachers' autonomy. We report on the results achieved after a year of collaborative action research undertaken by teachers enrolled in a Teacher Education Continuing Program and point out the steps taken throughout this initiative. We conclude by reflecting about the insights gained through this experience and additionally point out adaptations and new directions that might be pursued in the search for teachers' autonomy along their careers.

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Meihami, Hussein. "Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher." Pedagogika 135, no. 3 (December 1, 2019): 71–84. http://dx.doi.org/10.15823/p.2019.135.4.

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The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

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18

Tan Cortes, Sylvester, Hedeliza Arcenal Pineda, and Immar Jun Robledo Geverola. "EXAMINING COMPETENCE IN ACTION RESEARCH OF BASIC EDUCATION TEACHERS IN CEBU CITY, PHILIPPINES." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 202–30. http://dx.doi.org/10.24200/jonus.vol6iss2pp202-230.

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Background and Purpose: This study examined the self-perceived competence in action research components of basic education teachers in Cebu City as one form of identifying their challenges in doing AR. The results aimed to provide baseline information for the planned professional development program. Methodology: It employed a sequential explanatory design (QUAN→qual). It is characterized by collecting and analyzing quantitative data in the primary phase and then by collecting and analyzing qualitative data. There were 166 teachers who participated in the online survey. These teachers previously underwent professional development programs in designing AR projects, and two-thirds did an AR. Using their responses, they were grouped through a hierarchical clustering technique to create distinct groups of teachers sharing the similarity of competence or needs in the AR components. The cluster analysis yields four groups. Eventually, eight teachers were interviewed regarding their responses, which means two teachers represented each cluster. Findings: For very few teachers in cluster one (n=4), they regard selecting AR topic, planning the project, analyzing and presenting data, and integrating ethics as areas of non-difficulty while integrating technology, reflecting on AR, and communicating results as areas of difficulty. For the majority of the teachers belonging in cluster 2 (n=76), cluster 3 (n=37), and cluster 4 (n=49), all AR components are regarded as difficult, indicating all are critical areas for professional development. Contributions: A conventional way of conducting needs assessment of teachers’ competence in AR as a basis for professional development program is done through calculating the mean and standard deviation per AR competence or skills of all teachers participating in a survey. However, this method disregards the individual professional needs of teachers as it presents the general level of competence in each skill set. The professional needs may vary from one teacher to another. Thus, this study presents a novel way of examining teachers’ needs in AR by using cluster analysis to homogenously group participants according to the similarity of their responses or professional needs. This gives key reference points on which AR skills need to be improved for teachers belonging to the same group when planning a teacher development program in AR. Keywords: Action research, competence, in-service teacher, professional development, teacher research. Cite as: Cortes, S. T., Pineda, H. A., & Geverola, I. J. R. (2021). Examining competence in action research of basic education teachers in Cebu city, Philippines. Journal of Nusantara Studies, 6(2), 202-230. http://dx.doi.org/10.24200/jonus.vol6iss2pp202-230

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Bashir, Ishraga. "Professionalize Sudanese Teachers’ Conception of Work through Action Research." English Language Teaching 4, no. 2 (June 1, 2011): 121. http://dx.doi.org/10.5539/elt.v4n2p121.

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Teacher action research is in the emergent stages in Sudanese schools and needs to be well disseminated and actively supported from the Ministry of education. Although the teacher-as-researcher movement has been in existence for some twenty years, there is a reason to think that the majority if not all, of Sudanese class teachers remain uninvolved. What lies behind their reluctance? This paper looks at the complexities in the role of a teacher engaging in action research. This includes the need to explore further the principles and practice of action research. This study puts forward explanations in four main areas: teachers’ perception of action research; teachers' professional status, teachers' confidence, and teachers' difficulty engaging in action research. For this purpose a workshop was held and representatives from seven Universities and 25 school teachers participated in a thorough discussion and further investigation was carried out based on the workshop discussion. The data was analyzed statistically and the results showed that the Sudanese teachers have no idea about action research it is not part of their culture as well as the institutions culture. Teachers are reluctant to do an action research and that due to the lack of knowledge which was an important factor. Teachers are not certain about the adequacy of doing an action research. There are other factors such as time and the over load. Based on these findings recommendations are drawn, it is suggested that classroom teaching is an all-demanding and all-involving task which is excluding of an activity as exacting as research. However, it is argued that with appropriate support more teachers may become involved in an action research.

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20

Cornelissen, Frank, and Ellen van den Berg. "Characteristics of the research supervision of postgraduate teachers’ action research." Educational Studies 40, no. 3 (December 23, 2013): 237–52. http://dx.doi.org/10.1080/03055698.2013.870881.

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21

Plateel, T., H. Hulshof, and J. H. van Driel. "Teachers of mother-tongue education in action. Teachers designing concept-context-enriched education in an action-research setting." L1 Educational Studies in Language and Literature 08, Running Issue, no. 4, Special Issue (October 2008): 85–105. http://dx.doi.org/10.17239/l1esll-2008.08.04.03.

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22

Daly, Caroline, Linda Davidge-Smith, Chris F. Williams, and Catherine E. Jones. "Is there hope for action research in a ‘directed profession’?" London Review of Education 18, no. 3 (November 13, 2020): 339–55. http://dx.doi.org/10.14324/lre.18.3.02.

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In this conceptual article, we explore the idea that neo-liberalism has created a ‘directed profession’ with consequences for action research. There are dominant discourses of compliance and performativity which have diminished teachers’ capacity to ask research questions that are disruptive of existing orthodoxies and restricted curriculum and pedagogical models. The article explores the implications of this for teachers as they reflect on practice and wish to make meaningful change to learning and teaching. It has been written from the perspective of four teacher educators who have first-hand experience of developing inquiry-based projects with teachers. First, we consider how action research has been appropriated by policymakers and is in many cases a long way from emancipatory traditions. We explore the importance of dialogue in generating ‘cognitive conflict’ and ‘values–practice dissonance’ among action researchers. Finally, we discuss a ‘dialogic framework’ as a protocol that can help to generate critical perspectives among teachers. We highlight the ‘incubation phase’ of action research, and we suggest that such a protocol has a role in the early stages of thinking about a focus for action research projects. It may help to reclaim action research from bending to the pressures of accountability and performativity in what it sets out to change.

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23

Warren, Susan, Dan Doorn, and James Green. "Changes in Vision: Teachers Engaging in Action Research." Educational Forum 72, no. 3 (May 28, 2008): 260–70. http://dx.doi.org/10.1080/00131720802046115.

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Peters, Judy. "Teachers engaging in action research: challenging some assumptions." Educational Action Research 12, no. 4 (December 2004): 535–56. http://dx.doi.org/10.1080/09650790400200267.

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Cain, Tim, and Richard Harris. "Teachers’ action research in a culture of performativity." Educational Action Research 21, no. 3 (September 2013): 343–58. http://dx.doi.org/10.1080/09650792.2013.815039.

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Johnston, Sue. "Is action research a ‘natural’ Process for teachers?" Educational Action Research 2, no. 1 (January 1994): 39–48. http://dx.doi.org/10.1080/09650799400200009.

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Johnston, Sue. "Is Action Research a 'Natural' Process for Teachers?" Educational Action Research 2, no. 1 (1994): 39–48. http://dx.doi.org/10.1080/0965079940020104.

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Nutti, Ylva Jannok. "Decolonizing Indigenous teaching: Renewing actions through a Critical Utopian Action Research framework." Action Research 16, no. 1 (October 24, 2016): 82–104. http://dx.doi.org/10.1177/1476750316668240.

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This article describes experiences formed in connection with a case study in Sámi schools. The Sámi people live in the northern part of the North Calotte region and among the world’s Indigenous peoples. The development of culture-based education aims to diminish the dominance of the national curricula. The aim of this article is to understand factors that influence teachers’ views and how teachers experience culture-based education in terms of a decolonizing process. The case study was conducted in a Critical Utopian Action Research framework with future workshops. The future workshops began as collaborative self-criticism and dreaming of education and then moved to the implementation of Indigenous culture-based teaching activities in local teaching practices. The teachers expressed that they felt trapped between demands made by the national curricula and their desire to implement culture-based teaching, but they nevertheless had many ideas for themes via which culture could be linked to teaching. Through knowledge exchange between the participants in the case study, the teachers ‘rediscovered’ knowledge and reinterpreted that knowledge in a teaching setting. The teachers’ autonomy was strengthened and the teachers’ active efforts empowered them.

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Dikilitaş, Kenan, and Demet Yaylı. "Teachers’ professional identity development through action research." ELT Journal 72, no. 4 (July 2, 2018): 415–24. http://dx.doi.org/10.1093/elt/ccy027.

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Moore, Rita A., and Jennifer L. Gilliard. "Preservice Teachers Conducting Action Research in Early Education Centers." Journal of Early Childhood Teacher Education 29, no. 1 (March 19, 2008): 45–58. http://dx.doi.org/10.1080/10901020701878669.

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Al-Wadi, Hasan Mohsen. "Facilitating In-Service English Language Teacher Trainees’ Supervision through Written Feedback: Action Research." International Education Studies 11, no. 9 (August 28, 2018): 1. http://dx.doi.org/10.5539/ies.v11n9p1.

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This study examines the usefulness of an alternative supervision model for a group of in-service English Language Teachers (ELT) at the Postgraduate Diploma in Education (PGDE) programme at Bahrain Teachers College (BTC), University of Bahrain in developing those teachers’ teaching practices during their teaching practicum. A two-cycle approach was implemented, providing two different types of written feedback, written comments and structured written reports during the supervision process. Using interviews and questionnaires, teacher candidates found written feedback very effective in assisting them develop specific teaching skills, namely reflection, rethinking evaluation, surrendering certainty, and acknowledging continual professional development. The study findings also revealed one major implication that is the influence of written feedback in reinforcing a participatory supervision between the university supervisor and teacher trainee in fostering relations of trust and confidence between both of them.

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_Sukman, Sukman. "Peningkatan Kemampuan Guru PAI dalam Menyusun Laporan Penelitian Tindakan Kelas." eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam 14, no. 2 (December 29, 2020): 141–58. http://dx.doi.org/10.20414/elhikmah.v14i2.2428.

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One of the fundamental activities in teacher professional development is the development of teacher skills, especially in conducting classroom action research. For the teachers who are members of the MGMP PAI West Lombok Regency, the teacher's ability to conduct classroom action research is still low. For that, we need an effort that can be used as an alternative to improve this capability, one of the efforts is through training activities. The research subjects were teachers of Islamic Religious Education at MGMP PAI at SMK West Lombok Regency. This research was conducted in two cycles. Methods of data using observation and documentation techniques. data validation used in this action research is democratic validation, process, and dialogue. Data analysis was carried out by comparing the results in the initial conditions, the results of cycle I, the results of cycle II. From the results of the research and training conducted during these two cycles, there was a change in the preparation of classroom actions for teachers who are members of the MGMP PAI, West Lombok Regency.

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Watt, Molly Lynn, and Daniel Lynn Watt. "Teacher Research, Action Research: the Logo Action Research Collaborative." Educational Action Research 1, no. 1 (January 1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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Retnowati, Nanik. "REDEFINING AND REPOSITIONING ACTION RESEARCH IN SCHOOL PRACTICE." ENGLISH JOURNAL 14, no. 2 (September 5, 2020): 57. http://dx.doi.org/10.32832/english.v14i2.3791.

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Classroom action research is undoubtedly important to be implemented by teachers. Many experts on education have provided enormous rationale bases for the benefits of conducting action research for quality education. However, there have not been many teachers performing it with many different reasons. It is important for any parties who are concerned on quality education to find out teachers’ reasons of not conducting action research. The data could be used to formulate any strategies to promote action research in school practice. However, this paper suggests that finding out why teachers perform action research is not less important. Teachers’ motives of performing action research cannot be separated from the values proposed by idealized concept of action research itself. Thus it is important to examine closely whether teachers’ perspectives meet with the intended benefits as proposed theoretically. The findings are useful to give an insight on whether action research needs to be redefined and repositioned in educational practice.

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Ryan, Thomas G. "Action Research as Pre-Service Teacher Inquiry Physical Education." IJAR – International Journal of Action Research 17, no. 2 (September 14, 2021): 154–70. http://dx.doi.org/10.3224/ijar.v17i2.04.

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The newest Canadian Elementary Health and Physical Education (2019) provincial curricula promotes inquiry as a pedagogical mode. AR complements this inquiry mode of instruction with its grounding in experience and practice which infuses educational roles. AR as practice-based inquiry helps new educators identify and reveal resolutions; however, first a need to want to improve needs to be identified, before next steps are taken. AR has the potential to open doors of perception, trigger new insights, and cultivate teacher development within teacher training and beyond while in-service. Admittedly, teachers change, no matter how incrementally, which permeates professional development, as witnessed in over 100 years of action research drawn upon herein. Extant AR literature is grounded in the educational development of participants as they teach. Development in AR is not actually a problem needing investigation; instead it remains a possibility that needs recursive attention to ensure it exists within the training of educators globally. Herein AR is illustrated via narrative accounts that reflect experiences while teacher training in an Ontario Faculty of Education programme.

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Sukmayadi, Dodi, Titi Chandrawati, Adhi Susilo, Ngadi Marsinah, [None] Herawati, Della Raymena Jovanka, Denny Setiawati, [None] Kartono, [None] Hasanudin, and [None] Afriani. "Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia." Excellence in Higher Education 2, no. 2 (December 15, 2011): 121–27. http://dx.doi.org/10.5195/ehe.2011.49.

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Indonesia Open University (UT: Universitas Terbuka) is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers were facing in learning to conduct classroom action research through the UT modules. The team found that the modules did not adequately reflect an understanding of the actual characteristics of the teachers they were serving and were thus less effective than they might be in teaching teachers to conduct classroom action research. Changes in both the content and scheduling of the modules are recommended in order to more effectively promote classroom action research in Indonesian schools. Key Words: Classroom Action Research, Distance Education, Indonesia, Teacher Development

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Halbach, Ana. "Empowering Teachers, Triggering Change: A Case Study of Teacher Training through Action Research." Estudios sobre Educación 31 (October 18, 2016): 57–73. http://dx.doi.org/10.15581/004.31.57-73.

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38

Vilaça, Teresa. "A multiple case study based on action-oriented sexuality education." Health Education 117, no. 1 (January 3, 2017): 110–26. http://dx.doi.org/10.1108/he-02-2016-0006.

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Purpose The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology. Design/methodology/approach This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case analyses. Findings It was found that when teachers attend in-service teacher education and training they develop professional competences to act as facilitators of students’ inquiry-based learning on action-oriented knowledge and on carrying out collective actions to promote sexual health and well-being. Collaborative and reflexive work among teachers emerged as a facilitator factor and SE integration in the school curriculum as the principal barrier. Research limitations/implications The results of the cross-case analysis of this qualitative research based on single cases developed in their own social contexts can only be generalized with caution to other similar contexts. Practical implications Despite the limitations of this study, it has great importance for both research and practice as it contributes to the evidence regarding the implementation of the combined action of the democratic approach (participatory and action-oriented) and the use of ICT on SE. Originality/value This paper provides important information for those working on school health education projects, particularly considering how action-oriented SE is applied in different contexts.

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Kitchen, Julian, and Dianne Stevens. "Action research in teacher education." Action Research 6, no. 1 (March 2008): 7–28. http://dx.doi.org/10.1177/1476750307083716.

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M. Nur Rohim. "PENGEMBANGAN KOMPETENSI GURU MELALUI PELATIHAN PTK DI SD NURUL HIKMAH SIDOARJO." AL MURABBI 4, no. 2 (July 22, 2019): 289–302. http://dx.doi.org/10.35891/amb.v4i2.1550.

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Improvement of the national education system is needed so that the quality of education increases one of the efforts to improve the quality of education is by increasing teacher professionalism. Increased professionalism of teachers is characterized by an increase in competencies that must be possessed by teachers, namely pedagogical competencies related to management of students, social competencies related to communication skills, personal competencies related to the ability of teachers to have wise personalities, and professional competencies related to ability teacher to master knowledge and improve the quality of learning. One way that can be taken in improving the quality of learning is to carry out classroom action research. Class action research is a research activity to solve learning problems. By conducting classroom action research, teachers are able to improve the learning process through a study of what is happening in their classrooms. The purpose of this training is to find out how far the teacher's knowledge and practices are about Classroom Action Research. The methods that will be used to provide this training include: lectures, questions and answers, discussions, assignments, individual guidance, and independent training in the form of projects. From the results of the overall evaluation of the implementation of the Classroom Action Research training at SD Nurul, Sidoarjo Wisdom was fairly successful, it was seen from the implementation indicators and the results obtained from this training with fairly good values.

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Lew, Moi Mooi, and Munira Mohsin. "Action Research Project in Teacher Education Programme: Pre-service Teachers’ Competency and Weaknesses." International Journal of Learning: Annual Review 18, no. 1 (2011): 565–74. http://dx.doi.org/10.18848/1447-9494/cgp/v18i01/47455.

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Carter, Karen. "Action research in partnership: establishing teachers as key players." Educational Action Research 6, no. 2 (June 1998): 275–303. http://dx.doi.org/10.1080/09650799800200054.

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Huy, Nguyen Hoang Doan, Nguyen Ngoc Quynh Anh, and Bui Thanh Dieu. "Action Research in Vietnamese Schools as a Tool for Teacher Professional Development." International Research in Education 6, no. 2 (July 18, 2018): 15. http://dx.doi.org/10.5296/ire.v6i2.13037.

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Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.

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Kitano, Margie K., and Katie S. Pedersen. "Action Research and Practical Inquiry Teaching Gifted English Learners." Journal for the Education of the Gifted 26, no. 2 (December 2002): 132–47. http://dx.doi.org/10.1177/016235320202600204.

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Teachers of the gifted in a highly diverse urban district frequently request information on methods for working with English learners. To meet this need, 12 teachers of the gifted who serve English learners participated in focus groups designed to glean practitioner knowledge concerning effective approaches. Participating teachers characterized gifted English learners as enthusiastic, high-level thinkers who have difficulty expressing their ideas in English. They recommended strategies consistent with identified needs and with the literature on best practices for the general population of English learners. Their examples show deft synthesis of challenge appropriate for gifted learners and research-based strategies for English learners.

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O'hanlon, Christine. "Action research in the professional development of teachers." European Journal of Special Needs Education 7, no. 3 (October 1992): 204–18. http://dx.doi.org/10.1080/0885625920070302.

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Salīte, Ilga. "Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher Education." Journal of Teacher Education for Sustainability 10, no. 1 (January 1, 2008): 5–16. http://dx.doi.org/10.2478/v10099-009-0021-6.

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Educational Action Research for Sustainability: Constructing a Vision for the Future in Teacher EducationThis article discloses a fragment of a broader action research aimed to design the learning environment facilitating the research skills in teacher education. Presented case reflects the possibilities to construct a vision for the future in an educational action research in the context of four-dimensional model of sustainability. The next teachers used this model to structure their viewpoints on the sustainability situation in Latvia. They identified the most typical features of current situation and evaluated features worth to preserve and develop in the foreseeable future to reach the sustainability. Qualitative and quantitative data analysis endorsed to discern the common vision for the future - reflecting the features of sustainability and non-sustainability identified in each dimension of sustainability. Among the features singled out from the viewpoints of students, actions and action results prevailed. At the end of the action research the strategy employed in presented research was compared with one often employed in the public space to construct a vision for the future through community involvement.

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Valica, Miroslav, and Terezia Rohn. "Innovation in Ethical Education by Means of Teachers’ Action Research." Procedia - Social and Behavioral Sciences 174 (February 2015): 3956–63. http://dx.doi.org/10.1016/j.sbspro.2015.01.1140.

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Iliško, Dzintra, Svetlana Ignatjeva, and Ilona Mičule. "Teacher-Carried Research as a Tool for Teachers' Professional Growth." Journal of Teacher Education for Sustainability 13, no. 2 (January 1, 2011): 87–103. http://dx.doi.org/10.2478/v10099-011-0016-y.

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Teacher-Carried Research as a Tool for Teachers' Professional GrowthInquiry among the schoolteachers' needs to be embedded, cultivated, sustained and nurtured as a tool for a better understanding of the processes in the education and for fostering teachers' ongoing professional growth. This study explores teachers' self-evaluation of their competency to conduct research and to incorporate it in the classroom. Both qualitative and quantitative research methods were employed to seek answers about teachers' engagement with research and to explore the factors of resistance for carrying out research in the classroom setting. This study also dwells upon some mechanisms that lead teachers to carry out research. The focus group interviews which were conducted reflect on the factors that encourage teachers to become more involved in the research and point to the advantages they perceive as emanating from the research. The qualitative part of inquiry reflects teachers' narrative ways of construction and reconstruction of their personal and professional knowledge. The authors discuss the processes that foster teachers to move from the fragmentary use of research strategies to the ability to live in the inquiry, practice new behaviours in the classroom, unlearn the old ones, reflect in action and stay open to a range of new initiatives.

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Hussein, Jeylan Wolyie. "Promoting student teachers’ understanding of action research: an experience from teacher education in Ethiopia." Teaching Education 20, no. 2 (May 8, 2009): 133–48. http://dx.doi.org/10.1080/10476210902870822.

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Romera-Iruela, María Jesús. "La investigación-acción en la formación del profesorado." Revista española de Documentación Científica 34, no. 4 (November 21, 2011): 597–614. http://dx.doi.org/10.3989/redc.2011.4.836.

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