Action Research in Action: From University to School Classrooms

Abstract

This multiyear mixed-method study was conducted to understand (a) the perceptions of the preservice and in-service teachers regarding the significance of action research in their teaching career and (b) how teachers draw on skills developed in the research courses as they initiate a reflective inquiry and conduct research in their own classrooms. Based on 176 surveys, we conclude that research plays an important role in the teachers' professional life and that teachers desire (a) to have more time to do research, and (b) collaboration with and assistance from colleagues and administrators. Ethnographic data from three participants revealed that each understood research differently, which affected what was unfolding in the classrooms. Implications for teacher research are discussed.

Teachers as Change Agents: Promoting Meaningful Professional Development Using Action Research to Support International Educational Reform

“…Carr and Kemmis (1986) refer to action research as theory and knowledge established from research-based educational practices. When educators research their own practice, it helps them to understand and solve problems using reflection (Miskovic et al, 2012;Somekh & Zeichner, 2009).…”

“…Currently, teacher preparation programs engage pre-service teachers in action research. Continuing this practice with in-service teachers contributes to professional development opportunities that will help both new and veteran teachers gain meaningful knowledge about education and schooling (Miskovic, Efron & Ravid, 2012). Action research is the deliberate and systematic inquiry about teaching and learning that is conducted in school and classroom settings (Cochran-Smith & Lytle, 1993).…”

Enhancing Students’ Performances by Integrating Social Media in Undergraduate Learning

“…Educational action research is disciplined process of inquiry consists of reflective practice which allows inquiry and discussion. (Miskovic et al, 2012;Holly et al, 2009;Burns, 2007). It is also a popular collaborative activity among researchers who are looking for solutions for the problems experienced in educational context.…”

Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education

“…Data collection of student learning outcomes is done by using two instruments, namely test and observation instrument techniques. Test instruments are used to measure students 'cognitive abilities, while observation instruments are used to measure students' psychomotor skills in each cycle (Miskovic et al, 2012;Nurtanto, 2020). Then the test results and observation data were analyzed descriptively based on standardized learning completeness criteria (Suprihatien et al, 2019).…”