An analysis of prospective primary school teachers’ action research: the case of Lithuania

Abstract

ABSTRACT Lithuanian education policy recommends organizing pupils’ learning based on research. Action research allows teachers to identify problems in educational practices and discover appropriate solutions. Therefore, it is important for teachers to conduct action research in their classrooms. This study analyzes bachelor’s theses that have employed action research and offers practical solutions to the problems identified according to the subject, method, and adopted solutions in the context of teaching primary school pupils; 40 bachelor’s theses produced between 2018 and 2021 at a Lithuanian university were analyzed using qualitative content analysis. The study shows that with the appropriate approach and tools, action research improves pupils’ learning outcomes and motivation to learn. Students clearly appreciated the use of active learning methods such as debates, discussions, analysis of historical sources, comparison of several objects over time, experimental practice, and learning in green spaces and in nature. Pupils enjoy learning together and working in pairs or small groups because it allows them to interact, discuss, and work independently.