Investigating Issues and Challenges in Employing Action Research for Teacher Training in Malaysian Context

Abstract

In teacher education, action research has served as one of the tools for reflective practice to bridge the gap between the educational theories learned in the teacher training college and the actual pedagogical practice within the four walls of the classroom. In this descriptive and explorative research study, first the concept and characteristics of action research are outlined, supported by a discussion on action research types and models that are relevant to teacher training in Malaysia. Then, this paper explored the implementation of action research component in teacher education in Malaysia by first providing brief background information of action research in Malaysian teacher training institutes. Then, it discussed issues and challenges that are faced in terms of curriculum, teaching methods and objectives. The study also discussed the rationale for integrating action research component in teacher education programme. The result shows that the implementation of action research is hampered by the absence of exposure to action research in the earlier part of the training, the curriculum lacks practical input and the objectives set can be general and vague. It is recommended that action research workshops and trainings are conducted earlier in the training program and that more hands-on learning experience is introduced. Contribution/Originality: This article contributes to the existing literature by providing an overview of action research implementation in teacher education system in Malaysia. It discusses the issues and challenges that are faced by action research supervisors and trainee teachers. It also highlights the rationale for integrating action research component in teacher education curriculum.

An analytic hierarchy process for quality action researches in education

“…This is true when teachers exercise their individual talents, experiences and creative ideas within the classroom; they become empowered to make changes related to teaching and learning. Also, the self-reflexivity is seen in a spiral approach which consists of a planning, implementing action, reflecting and repeating the process as necessary [29]. This makes reflection a complex process which demands the role of values and existential knowledge in education among teachers [30] and researchers should continuously reflect and do self-evaluation which should be intentional and systematic [31].…”

Digital Training in Building Chatbot-based Online Learning Media: Action Research for Teachers in Semarang City through the "Train The Teachers" Training

“…In addition, action research provides the researcher with a broad space to find innovations in order to create changes that are in accordance with existing needs and problems (Darwis, 2016). By using action research, it is believed that teachers can increase morale and self-confidence through training (Jenkins & Crawford, 2016;Pelton, 2010), practice (Amin et al, 2019;Vo et al, 2018) to develop self-identity, and foster a sense of belonging to the school community, especially for prospective teachers who can easily facilitate integration when placed in schools (Almahdi, 2019;Amin et al, 2019).…”

High-school EFL Teachers’ Action Research: Evidence from Vietnam

“…They are often devoted to developing the performance of traditional English as a Foreign Language teacher roles, such as course design, genre analysis techniques, or theoryinto-practice training models [61]. This lack of focus seems to be a common problem, as most research training programs in Turkey [62], Malaysia [63], or Asia in general [64] do not seem to address the needs of teachers fully. Furthermore, contrary to higher learning institutions, where substantial financial incentives are being offered to lecturers with publications [65], Action research at high schools by high school English as a Foreign Language teachers do not pay well.…”