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

Abstract

<jats:p>AbstractThe professional development of teachers is an ongoing issue that is essential to supporting teachers as change agents and international educational reform. Arizona State University Mary Lou Fulton Teachers College acknowledges its role in supporting visiting teachers from the Kingdom of Saudi Arabia to utilize action research as an opportunity for professional development.</jats:p>

Promoting Continuous Professional Development of English Teachers Through Action Research

“…The interview data showed that instructors' perceptions of professional development activities were generally negative. The finding of the current study is in alignment with the scholars (Archibald, Coggshall, Croft & Goe, 2011;Author, 2013;Borg, 2015;Borko, 2004;Capobianco & Joyal, 2008;Chien, 2020;Gürsoy, Korkmaz & Damar, 2017;Kaatrakoski, Littlejohn & Hood, 2017;Khan, Grijalva & Enriquez-Gates, 2019;Martell, 2014;Mohammadi and Moradi, 2017;Qadhi & Floyd, 2021;Weston, 2015) in that PDA which apply to teachers' context yield more effective results. Before the program, the participants stated that despite the activities' offering a chance for breaking the work routine or a short-time professional social gathering, they were insufficient in meeting their professional needs.…”

“…Teachers have embraced the ease of reaching countless sources; therefore, their concern for staying up to date, communicating, and exchanging information led to a remarkable body of literature focusing on “teacher change” in the field of language teacher education. (Darling-Hammond, 2006; Foord, 2009; Fullan, 2009; Harmer, 2001; Khan, Grijalva & Enriquez-Gates, 2019; Kumaravadivelu, 2001; Liu & Fisher, 2006; Parra Fandiño, 2012; Piedrahita, 2018; Tang, Lee & Chun, 2012). Whether as individuals or social beings, teachers are life-long learners and they are seen as the agents of change (Bailey, Curtis & Nunan, 2001, Gürsoy, Korkmaz, Damar, 2017; Kumaravadivelu, 2001; Ur, 2014).…”

A pedagogical framework of cross-cultural online collaborative projects in English as Foreign Language (EFL) classrooms

“…With the emergence of an international leadership community, teachers from all over the world can share their ideas and initiate projects easily. With the international partnership for projects, teachers as change agents at an international level collaborate with international partners and practice action research, which will all contribute to teacher growth in [46] J Edu & Learn ISSN: 2089-9823 …”

Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

“…Okrem týchto benefitov konštatujú aj význam PAV z hľadiska rozvoja zmyslu pre profesijný rozvoj kolegov, iných učiteľov. Khan, Grijalva & Enriquez-Gates (2019) analyzujú význam akčného výskumu v profesijnom rozvoji učiteľov ako aktérov zmeny a podpory reformných zmien edukácie. Za významné považujú zmeny v myslení a postojoch učiteľov vo vzťahu k vyučovaciemu procesu a zavádzaniu zmysluplných zmien a posilnenie sebadôvery učiteľov, podobne ako autorky Bendtsen, Forsman and Björklund (2022).…”