Exploring teachers’ experiences of action research

Abstract

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.

Pendampingan Guru dalam Mendesain Penelitian Tindakan Kelas Berbasis Teknologi Informasi Trello

“…Publikasi ilmiah yang dihasilkan oleh guru dapat berasal dari hasil penelitian tindakan kelas, penelitian eksperimen, penelitian deskriptif, penelitian eksperimen, penelitian perbandingan, penelitian korelasi dan lain sebagainya (Fauzi & Pradipta, 2018;Creswell, 2012;Lodino et al, 2006). Penelitian tindakan kelas merupakan jenis penelitian yang sangat dekat dan paling relevan dengan guru sebagai fasilitator dalam pembelajaran (Vaughan 2020). Jenis penelitian ini memungkinkan pembelajaran melalui action yang mengarah pada pengembangan personal dan profesional (Kis 2014;Syah, 2016).…”