The practice of Action Research on health in Latin America: a systematic review

Lamelas, Valeria Santoro

doi:10.1080/09650792.2019.1566083

Cited by 1 publication

(2 citation statements)

References 29 publications

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“…It is evident that Ecuadorian educators found the ar process informative and applicable to their practice, paralleling research that has demonstrated the importance of implementing the ar cycle based on the teachers' reflections (Edwards, 2020;McIntyre, 2008;Mills, 2007;Santoro Lamelas, 2020;Soto Gómez et al, 2019;Stuart & Kunje, 1998;Wyatt, 2011;York-Barr et al, 2016). Edwards (2020) stated that teachers benefit from ar by increasing their awareness of teaching-related practices and research-related development that can lead them to new skills, beliefs, and engagement as well as identification of their educators' roles.…”

Section: Discussionmentioning

confidence: 76%

“…Edge (2005) argues that English language teachers should reflect on their teaching practices and philosophies to grow professionally. Stakeholders collaborate to create a community that works through the ar process to mobilize resources and/or to understand ideas and practices that empower them to transform the problems under analysis into solutions (Mehrani, 2017;Santoro Lamelas, 2020).…”

Section: Exploring the Rationale And Possibilities For Action Researcmentioning

confidence: 99%

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Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom

Burgin

Daniel

2021

Profile: Issues Teach. Prof. Dev.

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This paper reports on Ecuadorian pre-service and in-service teachers’ ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students’ cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students’ learning outcomes.

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