Abstract
Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.
Highlights
1.1 Teacher Action ResearchConfusion can be caused by the fact that in education, the terms action research, teacher research, and practitioner inquiry are often used almost interchangeably
Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training
The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and proposes some orientations on promoting
Summary
Confusion can be caused by the fact that in education, the terms action research, teacher research, and practitioner inquiry (or practitioner research) are often used almost interchangeably. There are important differences between action research and teacher research. Teacher research is commonly used to describe all kinds of school- and classroom-based research conducted by practitioners. It has been defined as “inquiry that is intentional, systematic, public, voluntary, ethical, and contextual”. Action research in its strict sense refers to research activities that use a cyclical, action reflection model to investigate and attempt to make change in an organization, for example, a whole school. All action research conducted by practitioners can properly be termed teacher research, but not all teacher research can properly be labeled action research
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