Teacher Action Research Research Articles

Enhancing Teacher Professionalism Through Action Research Support: Strategies and Empowerment

Enhancing Teacher Professionalism Through Action Research Support: Strategies and Empowerment

Development of a methodology for monitoring acoustic noise using mobile phones for ordinary citizens

In the context of the "4 th industrial revolution" that is taking shape, people with certain knowledge, experience and ecological culture are more actively involved in individual and collective decision-making to overcome various environmental problems. One of these environmental problems is the acoustic noise of the environment. Today, many citizens are wondering: what is the level of acoustic noise pollution in the place where I live, work, study or stay and whether it meets the standards. Is this sound level harmful to my health? To answer these questions, many international and national standards and other regulatory documents have been developed. However, these documents are complex, require the use of expensive equipment, i.e. inaccessible to ordinary citizens. On the other hand, the computational, communication and sensory capabilities of modern mobile phones allow them to measure noise performance in order to conduct noise monitoring. To do this, citizens need simple and clear methods, methodologies, instructions for assessing the noise situation in a certain area and creating noise maps using these measurements. The article attempts to develop a simplified methodology for conducting noise monitoring for citizens using their mobile phones. Also, for clarity of the process, monitoring experiments were carried out with mobile phones and professional sound level meters, in order to assess the harmful effects of traffic noise (B. Vahabzade Avenue) on an educational institution (Baku State University – BSU) and research activities (Institute Information Technology-IIT).
 In preparing the article, general scientific methods and methodologies were used, such as analysis and synthesis, comparison, generalization, and a systematic approach.
 Citizens can use the survey results to identify areas of noise discomfort using their mobile phones

The organization of students’ project activities while teaching English at school

This paper discusses the problem of educational research and project activities organization while teaching English at school. Despite numerous works and the popularization of this type of activity, for a modern English teacher there are a number of difficulties both at the level of organization and at the level of implementation of project activities in the subject. An important factor determining the success of educational research activities is the research and educational motivation of students as well as teachers. To determine the difficulties faced by a teacher or a head of the educational unit in charge of this issue, the authors of the paper created and conducted a survey of two pedagogical teams. The survey results were analyzed. The authors propose an algorithm for organizing and implementing project activities at school. The authors conclude that a teacher and a student should have a clear idea of what the project is, what they need to do and what encouragement awaits them if the project product meets all quality criteria. The paper can be of interest to beginner teachers, heads of methodological associations, deputy directors who oversee educational research and project activities in subjects.

Organization of students’ research activities in geography in extracurricular work

In the article, the authors analyze the experience of organizing research activities of geography students in extracurricular work, identify current problems that arise in the practice of geography teachers. The authors substantiate the position that educational research activity in geography today serves as one of the effective means of forming a functionally literate personality of schoolchildren. They give as an example a model of the extracurricular activity course program based on geographical local history

How research into citizenship education at university might enable transformative human rights education

This article presents a new research design for pedagogical research at university. The design demonstrates how personal and cultural citizenship education can be a form of transformative human rights education by nurturing citizens who challenge patterns of exclusion. It draws on shared traditions of citizenship and human rights education that have focused on lived experiences of injustice and uses spaces that mitigate prevailing power structures. These ideas have shaped a new pedagogical action research design that uses theories and practices of transformational learning, authentic reflection, and participatory theatre to stimulate ‘becomings’ in civic identity and agency. ‘Becoming’ is a form of dialogical knowledge arising from profound moments of empathy and solidarity. In these moments participants recognise the human dignity of excluded others and share experiences of injustice, which expands their sense of community and agency. The research design is a potential alternative to more market-driven global citizenship education at university.

PKM Melalui Pelatihan Menyusun Laporan Penelitian Tindakan Kelas

The competency to conduct Classroom Action Research for elementary school teachers is a very importantpedagogical competency that must be mastered as one of the teacher's professional competencies. However,in reality these competencies are still poorly understood and mastered by educators, especially teachers atthe elementary school level. Even when they have to make PTK reports, the teachers experience difficulties.To help teachers overcome their difficulties, we, students of the STKIP Kusuma Negara Bekasi in elementaryschool teacher education study program, have carried out a Community Service and Empowerment activityentitled "PKM Melalui Pelatihan Menyusun Laporan Tindakan Kelas Bagi Guru". This PKM activity aims toimprove the competence of elementary school teachers in conduct PTK and provide knowledge on how to makePTK reports, especially for teachers at the elementary school level. This PKM activity was carried out duringthe Covid-19 pandemic, so it was carried out boldly by utilizing virtual space using the Zoom Meetingapplication. This activity was carried out on 07 January 2023. The first meeting was filled with provision ofknowledge for participants regarding class action assessment reports, which then participants made PTKreports based on the format presented by previous speakers.

Research-based learning in the education process of a higher education institution

The article examines the issue of research-based learning in the education process of institutions of higher education. The aspect of formation of research skills in students is central in our research. The following research methods have been applied: theoretical ‒ the secondary analysis of philosophical, psychological, and pedagogical sources on the issue under consideration, which has given the possibility to systematize and generalize the available data; comparative ‒ has allowed finding a new angle in the issue of the role of research-based learning in the education process of higher education institutions. Besides, in our research we also rely on the data gathered personally while implementing curriculum direted on the development of research-and-development skills in students of a higher education institution. The results of the study allow concluding that that the research-based learning involves the introduction of scientific research methods into the process of educational cognition at all its stages (from perception to application in practice), determines ways of organizing educational and extracurricular research activities of students. Its result is a set of acquired knowledge and formed skills when solving research tasks in various social and professional situations.

Helping Language Teachers in Lithuania take their First Action Research Steps During the COVID-19 Pandemic: An Online Strategy

This paper reports on the experiences of the authors teaching action research workshops as professional development for language teachers in Europe during the Covid-19 pandemic. It describes work carried out for Action Research Communities for Language Teachers, which is funded under the Training and Consultancies programme of the European Centre for Modern Languages of the Council of Europe as part of its aim to promote quality language education in Europe. The paper focuses on the necessary pivot from face-to-face to online action research workshops and project development in a difficult global context for a group of teachers in Lithuania. It outlines the challenges experienced by the authors and teacher participants, the lessons learned in online teaching of action research, and the positive outcomes for language teachers in setting out on their action research journeys. The paper contributes to the literature on action research in language education and professional development during Covid-19.

An interview with Marisa Michelini: IUPAP-ICPE medal, professor of physics-education research at Udine University, GIREP President

The present interview was conceived and realized for the occasion of the first 45 years of endless Physics Education Research activity of Professor Marisa Michelini, a lifetime dedicated to innovate teaching and learning environments to all degrees of instruction, and to design institutional architectures, where rooting these innovations. The interview structure is inspired to the nature of scientific thinking, i.e. inducing more general understanding from concrete observations, in two manners. First, the interview focuses on (ten) topics drawing from three box-cases about physics education research and teachers education in scientific areas: innovations in teaching/learning environments; theoretical and methodological frameworks; and strategies and tools for institutional cooperation between schools and governing bodies to urge policy making. Each topic is introduced by observations, from which the interview questions are induced. Second, each question draws from Marisa Michelini’s contributions, to touch core topics at the heart of science education, science and society.

Preservice Teacher Action Research: Making Meaning and Generating Knowledge Through Inquiry

This article analyzes the ways in which action research during preservice teacher education influences the development of a critical inquiry stance. By following eight preservice teachers as they conducted action research in their final semester of student teaching, this article demonstrates how action research created the space for preservice teachers to engage in practical and critical inquiry, which allowed participants the opportunity to develop a critical inquiry stance, to varying degrees. Discussed are the disparate ways participants thought about the meaning they made and the knowledge they generated during their action research assignment. The freedom action research granted preservice teacher to make meaning of their classroom instruction, generate knowledge, and bridge the gap between theory and practice, instruction and learning, and their students and themselves, allowed for the development of a critical inquiry stance. Findings suggest that through inquiry, preservice teachers disrupted the hierarchy of knowledge generation in teaching, as they theorized instruction, problematized pedagogy, and improved their teaching practices.

Participatory Action Research in Teachers: Designing Lessons to Fulfill Children's Rights

Participatory Action Research in Teachers: Designing Lessons to Fulfill Children's Rights

The structure and evaluation of educational research skills and accomplishments among rural teachers: Data from China.

The practice of educational research by rural teachers is highly valued and very important for their professional development and for the revitalization of rural education. This study explored the components of educational research activities among rural teachers (Study 1). Based on the results, a regional norm for Hunan province was formulated, and discriminant criteria were developed for the evaluation of educational research skills and accomplishments among rural teachers (Study 2). In Study 1, data from 892 Chinese rural teachers working at compulsory education schools in Hunan Province (a representative province in central China), divided into two samples, were found to support the constructs included in the measurement instrument. Exploratory and confirmatory factor analyses of the 33 items of the Rural Teachers' Educational Research Self-rating Scale identified a first-order model with three factors: educational research on basic educational activities (BEA), educational research involving the creation of an educational community (CEC), and educational research involving the refinement and popularization of educational theory (RPE). Based on the results of Study 1, in Study 2, a set of norms for educational research skills and accomplishments among rural teachers was formulated based on the data from Hunan Province. This norm can serve as a reference standard for the evaluation of rural teachers' educational research skills and accomplishments. The components of rural teachers' educational research activities are discussed, and suggestions for the formulation of education policies are provided.

PRE-SERVICE ENGLISH TEACHERS' READINESS TO DEVELOP DIGITALIZED AUTHENTIC MATERIALS WITH ISLAMIC VALUES

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.

Providing quality improvement workplace-based professional development to Australian general practice clinical educators: findings from a feasibility study

ABSTRACT In Australia, doctors undertaking advanced training to become general practitioners work under the supervision of clinical educators. Primarily clinicians, these clinical educators participate in one day of teaching-related professional development annually, generally a workshop. Shortcomings with this form of professional development led to the development of a quality improvement focused intervention that is facilitated in the workplace and based on the clinical educator’s self-identified concerns. Drawing on teacher action research and feasibility study methodologies we explored this novel form of professional development by asking ‘Can this intervention work?’ We employed an embedded multiple case study design, trialling the intervention in four settings. The intervention’s constituent activities were acceptable to participants; including a preparedness to experience discomfort for the purpose of improving their teaching practices. They perceived the intervention as convenient and the workload manageable. Participants were motivated to experiment with new teaching behaviours, but measuring outcomes was challenging. Medical educators facilitating the intervention perceived their tasks as cognitively ‘hard work’. The findings provide support for this workplace-based intervention as a feasible form of professional development, which should be implemented on a larger scale and evaluated for impact.

Exploring social studies teachers' use of action research to enhance cultural responsiveness

PurposeCulturally responsive teaching is widely recognized as beneficial to students, especially those from historically marginalized communities. The social studies literature includes many studies of what culturally responsive teaching looks like in practice and how it can be taught to pre-service teachers. However, little is known about how in-service social studies teachers advance their knowledge and skills in this area. Studies of professional development (PD) suggest action research is a powerful format for teacher learning, but few closely examine the specific mechanisms through which action research fosters culturally responsive teaching.Design/methodology/approachThis qualitative case study of three secondary social studies teachers draws on the following data: two in-depth interviews with each teacher, audio recordings of action research meetings, project artifacts and field notes. Data were analyzed through multiple rounds of inductive and deductive coding using a codebook developed by a diverse group of researchers. The teacher participants reviewed and confirmed the findings.FindingsAll three teachers expanded their use of culturally responsive social studies instruction through systematic inquiry into their own interactions with students. The action research process fostered this growth through the following specific mechanisms: reflecting and reading independently, using data to strengthen relationships and leveraging a structure for addressing race and power in the curriculum.Originality/valueThis study illustrates how teacher action research can foster culturally responsive teaching by allowing educators to self-direct their own critical reflection and data gathering on inequities in their schools. It can also provide a structure for elevating histories that have traditionally been marginalized in standardized curricula.

Action Research Training: Its Effect on the Research Attitude, Knowledge, and Performance of Teachers

Action Research Training: Its Effect on the Research Attitude, Knowledge, and Performance of Teachers. Objectives: This study aimed to determine the effect of action research training on the attitude, knowledge, and performance of teachers in research. Methods: This study used the mixed methods sequential explanatory design. Forty-one public secondary teachers at Prieto Diaz, Sorsogon, Philippines were purposively chosen as research sample. Findings: Action research training that involved collaboration, coaching, and research support from mentors did not significantly improve the attitude and knowledge in research, but was effective in enhancing the performance of teachers in action research proposal preparation. Moreover, the participants claimed that the action research training was useful, effective, and transformative. Conclusions: Training, collaboration, support from mentors, favorable attitude, and knowledge contributed to the increased performance of teachers in action research. Keywords: attitude in research, knowledge in research, performance in research, action research training. DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202314

Applied Learning Through Action Research Projects

This article explores the transformation of traditional comprehensive exams in a graduate master's program into real-world action research projects at a Midwest public university. It highlights the limitations of exams in translating theory into practice and introduces action research as a solution, aligning with recent trends in teacher action research. The article details the structure of the action research course and provides preliminary data on its outcomes, showcasing increased teacher confidence, impactful interventions, and successful academic journal publications. Ultimately, this innovative approach bridges the theory-practice gap, fosters professional growth, and positively impacts both graduate students and their classrooms, offering a practical alternative to traditional exams.

ФОРМУВАННЯ СТРАТЕГІЇ ВЗАЄМОДІЇ ЗІ СТЕЙКХОЛДЕРАМИ ДОСЛІДНИЦЬКОГО УНІВЕРСИТЕТУ НА ОСНОВІ ТЕОРІЇ НЕЧІТКИХ МНОЖИН

The article identifies the internal and external stakeholders of the research university in the areas of educational activity and research activity, and also develops a methodical approach to their analysis and evaluation. To solve the given problem, the modification of the ASC (Accountability Scorecard) model is applied using the tools of the fuzzy-multiple theory and the construction of fuzzy "contributions" – "inducements" matrices. A linguistic seven-level scale with corresponding fuzzy numbers in triangular form and triangular membership functions is used by experts to assess the level of stakeholders’ "contributions" to the development of a research university and the "inducements" amount for these stakeholders. In the event of a significant difference in expert assessments, the procedure of the Fuzzy Delphi method can be applied. Aggregation of fuzzy expert assessments is carried out by calculating average values. In order to "clarify" (reduce the level of vagueness, blurring) the obtained fuzzy estimates, the -cross-section of fuzzy numbers is used. To facilitate calculations according to the proposed approach, a framework has been developed in the Excel software application, which contains the following components: a block for inputting expert information in a linguistic form, a block for transforming this information into fuzzy numbers in a triangular form, a block for checking the consistency of expert estimates, a block for aggregation of fuzzy estimates, and a construction block fuzzy matrices for each of the areas of research. This framework makes it possible to carry out simulation modeling depending on the experts’ input assessments. Strategic recommendations for managing interaction with stakeholders in each of the directions (for educational and research activities) for each of the areas of the constructed fuzzy matrix and a mechanism for forming proposals for each stakeholder based on perspective planning are proposed. The methodological approach developed on the basis of the integration of constructed fuzzy matrices for educational and research activities can be an effective and efficient tool for ranking the stakeholders of a research university and developing an interaction strategy and ensuring effective cooperation with interested parties.

Connecting Action Research in English Language Teaching: A Postulation

The paper entitled 'Connecting Action Research in English Language Teaching: A Postulation' aims to explore the theoretical aspects of action research by linking the idea with a particular context where the English language is being taught as a foreign language. It was written by collecting related documents from the library and online sources specifically. The resources were sorted out to make them relevant to the selected issue. Specifically, the books and generally, some articles were reviewed mainly for the literature and made a list thematically. Then, they were analyzed, interpreted, and connected to the topic. It was concluded that the area of action research is broad and many action kinds of research are being done cyclically in social science. As it is a buzz word in the field of education, particularly in English as a foreign language teaching, the practitioners are requested to connect the action research for the purpose of improving the teaching-learning as well as professional development in this nonnative English situation.

Primary School Teachers' Perceptions of Classroom Action Research for Professional Careers

AbstractThe research background is the situation of motivated, interest and ability of teachers in elementary schools in compiling and producing classroom action research to support their professional careers as a professional teachers is in under qualities. The purpose of this study was to determine teacher perceptions of the importance of classroom action research scientific work for professional teachers. The method used in this research is descriptive study. Collection data is using some instruments such as questionnaires, interviews, observation and documentation to 40 teachers of Amaliah Ciawi Elementary School, Bogor Regency, West Java, Indonesia. The finding data of the research is some teachers is in good ability to writing CAR, some others still not really understand about how to impelementation CAR, but only in beginning of knowledge. Regarding the importance of CAR for teachers, some teachers state that classroom action research is very important for teachers' professional careers. Meanwhile, the teacher's perception of the importance of classroom action research was obtained from open questionnaire data and the results showed that most teachers had the same positive perception, that classroom action research was very important for teachers. The conclusion from this study is that teachers have different perceptions of the importance of classroom action research for professional teachers, but most of these perceptions are guided by data that lead to positive perceptions.