Teacher Action Research Research Articles

The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development

<p style="text-align: justify;">The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.</p>

High school administrators’ and teachers’ perspective of evaluation criteria for action research in the field of education

Action research becomes an appropriate and effective professional development method and strategy to promote inquiry knowledge and solve the problem that leads to action or change. Teachers participating in action research could gain a better insight into themselves as teachers, be motivated to continuous professional growth, and boost their self-confidence as professionals. The main objective here is to examine high-school administrators' and teachers' perceptions of the necessity of evaluation criteria for pedagogical action research. This research surveyed 255 respondents, including 16 administrators and 239 teachers from high-schools in Binh Duong province, Vietnam, with the 11-item questionnaire. The main finding indicated that all high-school administrators and teachers participating fully agree that novelty, effectiveness, and applicability are necessary criteria to evaluate quality of pedagogical action research in Vietnam. Our study contributes to the general discussion about necessary and appropriate criteria for evaluating the quality of pedagogical action research in Vietnam.

Development of the forms of educational and research activities in school education for the formation of students’ ethnocultural competence

Issues of organization of educational and research activities in the conditions of modern school education draw attention of contemporary researchers. One of the methodological issues is the organization of educational and research activities of schoolchildren in the study of extant “echoes” of traditional folklore holidays and modern spoken folklore genres. The article describes the sequence of organizing work on the study of folklore and algorithms for collecting, processing, and storing texts of spoken folklore in the school curriculum. In addition, the paper introduces the idea of a “native land corner” as a form of extracurricular (local history) activities at school. The study provides the methodology of the organization of the Corner, its rubrics, and topics. The authors consider the peculiarities of the study of local history study of the Small Motherland as part of the Fatherland to a global scale (the native microcosm – the region – Russia – the world).

Migrating Vs. Decentralizing MOOC-based e-content to Teaching MA Language and Communication Students

Never before has education been more tech-oriented, cloud-based, and online-driven, especially with this new pandemic-altered educational environment. However, new regulations worldwide limit physical interaction inside the bounds of educational institutions, which pushed Algerian university teachers to operate mainly online under unsuitable conditions. Therefore, our prime objective is to devise a MOOC-based teaching modal that primarily palliates the current dire problems regarding students’ equity. One of the solutions proposed in this paper is two equitable, to some extent, tech-enabled modalities of instruction that leverage the available first-rate Massive Open Online Courses (MOOC) e-content to teach Master of Arts (MA) students: language and communication students of English department at Mostaganem University in Algeria. There were two online groups, the first one regards migrating to the MOOC itself and letting students operate on the MOOC provider. The second e-group decentralizes the e-content to a closed Facebook group where students can access the e-pedagogical materials directly from the social-media-mediated landscape. To this end, a pedagogical action research based on the comparative approach is used to undertake this study that comprehended 44 students to compare the two e-groups through different working situations. Findings revealed the difference between the two e-modes of teaching. They presented a framework enabling instructors to choose which one to leverage according to students’ digital skills and access to internet bandwidth, thus serving as a guideline for any instructor wishing to participate in such an educational endeavor. Finally, implications of these two technologized modes of instruction on the teaching profession overall are set forth.

Exploring trans-generational and trans-institutional learning: educational action research possibilities in a virtual environment

ABSTRACT Building on Woolf’s (2020. “Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space.” Educational Action Research 28 (4): 579–596) conceptions of `third space theory’ this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational action researchers created a `third space’ to support knowledge creation in a trans-generational and trans-institutional community. Our approach to third space theory draws on Woolf’s work which describes 1) perceived space 2) conceived space and 3) lived space. The article demonstrates a new understanding of third space theory as we seek to support professional knowledge creation amongst teachers and teacher educators. Key issues and challenges in the establishment of a values-based educational action research network and its move to an online setting are introduced. We explain the generation of a living educational theory from the research community, which was convened by the authors. We have created both a face-to-face and an online professional development community of action researchers. The original contribution of this paper is the creation of an open and shared learning community to support action research practitioners in their processes of accessing, collaborating in and undertaking research. The significance of our paper is in the emergence of socially constructed knowledge in a fluid and flexible space that is underpinned by our lived values of inclusion and respect.

Rethinking nature journaling in the Kindergarten Program action research in learning and teaching

This qualitative action research study in a Canadian urban public elementary school proposes teachers and early childhood education integrate different types of nature journaling into the Kindergarten Program. In this study, analysis of data collected from weekly classroom lessons and student work samples through two action research cycles led to the identification of three types of nature journaling: 1) observation-focused nature journaling, which may encourage sensory engagement; 2) relationship-built nature journaling, which may help to foster a sense of connection with the natural environment; and 3) curriculum-connected nature journaling, which may contextualize nature journaling as an interdisciplinary pedagogical strategy. These three types of nature journaling are interrelated within the framework of ecological systems theory that guides this study. This study values whole child development and experiential learning. It emphasizes the pedagogical values and curriculum connections nature journaling can bring to the Kindergarten Program, especially when used as a way for students to explore environmental and nature education. Based on its findings, this study recommends that educators organize curriculum and foster students’ interdependence in the context of real-world experiences through a nature journaling approach.

The Training of Writing Classroom Action Research for Teachers in SMA Negeri 1 OKI on 2022

The target and output of this training is to implement the Tridharma of Higher Education, and writing Classroom Action Research (CAR) for teachers at SMA Negeri 1 OKI. The training methods used are 1) lecturing in which the trainer explains to the trainees what and how to write and publish CAR; and 2) evidence-based learning, where training participants are invited to write together and know how to write CAR. The results obtained from this training can make participants (teachers) 1) write the background of the problem; 2) formulate the problem; 3) write a literature review; 4) writing research methodology; 5) write the results of research and discussion; 6) write conclusions, suggestions and bibliography; and 7) writing abstracts and bibliography.

EFL TEACHERS’ LEVEL OF TEACHER ACTION RESEARCH ENGAGEMENT

Teachers doing action research has been recommended as a powerful and transformative model for teacher professional development but remains trivial among the population of teachers worldwide, including those who teach English as a foreign language (EFL). The present study investigates EFL teachers’ level of engagement with and in Teacher Action Research (TAR), as well as their motives for the engagement. Employing a quantitative approach with a survey as the design, a questionnaire was distributed to EFL teachers teaching at secondary school to collect data. Descriptive statistics were run to analyze the data. The results showed that EFL teachers’ engagement with TAR was high, while their engagement in TAR was moderate. Thus, encouraging EFL Teachers to conduct TAR will consequently get them used to continuously make reflections on what they did in their classroom in which better teaching-learning quality can be achieved. Besides, the policy makers should provide some fundamental supports to encourage the teachers making the research engagement.

The Development of Transformative Agency of Teachers in Teaching Research Activities in China.

Teaching research activities (TRA) in China are practical and reflective research of teachers on teaching. These required activities are meant to ensure quality education and facilitate the professional development of teachers. However, in TRA, teachers encounter many challenges such as low efficiency and weak team collaboration. These problems make it hard to achieve the expected outcomes. W Primary School reformed its activities using Change Laboratory, a formative intervention approach to workplace learning and development based on activity theory. The data collected included seven recorded meetings in the Change Laboratory. The conversations in the meetings were then transcribed into texts. A deductive method of content analysis was used to code the data, focusing on categorizing comments of teachers about the transformative agency. The findings showed the following: (1) There were five types of transformative agencies, namely, resisting, criticizing, explicating, envisioning, and committing to actions. Resisting and criticizing were represented less frequently, and taking action did not emerge as a type of transformative agency. (2) The comments about transformative agency about tools were more frequent than comments about other elements in the activity system. (3) There were some differences in the expression of transformative agency across participants. At the end of this study, the implications for the development of TRA are discussed.

Legal framework for pupils’ research activity in school education: European Commission, Republic of Moldova and Germany (Saxony)

To find the answers to questions nobody knows about yet, we need competences in our young generation that enable them to overcome future global problems. Research competences are considered to be a key to solving many unexpected problems. It is very important that authorities provide educational institutions with a legal framework that enables them to develop research competences in the young generation. Schools’ activities can provide a good start to develop these competences by offering the students different chances to learn all the necessary skills and abilities. The article presents the legal framework that offers the possibility to carry out pupils’ research activities in school education from the perspective of the European Commission, the Republic of Moldova and Germany (Saxony).

PROJECT «UNIVERSITY OF ENVIRONMENTAL KNOWLEDGE» AS PART OF EDUCATIONAL ACTIVITIES OF ODESA NATIONAL SCIENTIFIC LIBRARY

One of the effective levers in solving environmental and socio-economic problems of modern Ukraine is educational work in the field of ecology, raising the level of environmental education and the formation of environmental awareness and culture. Libraries play an important role in the system of public institutions that ensure the right of citizens to environmental information. The availability of libraries and appropriate information resources, the introduction of modern technologies as well as qualified personnel allow them to become an irreplaceable partner of society and the state in the field of environmental education. An important component of environmental education of Odesa National Scientific Library is the formation of thematic resources (traditional and electronic) and ensuring free access to them for users. The library provides information support to the educational process and research activity of students, graduates, researchers of higher educational institutions of the country. It also actively works in the direction of knowledge spreading on environmental protection; develops and improves new forms of cooperation with state and public environmental organizations; introduces innovative forms of individual and mass work on environmental education. One of the striking innovative projects, implemented by the library, is the project «University of Environmental Knowledge». During 10 years of project activity (2001‑2011) 106 meetings of the University were organized and held, as well as a number of thematic forums, scientific conferences, round tables, publishing projects, exhibitions of new literature, thematic reviews on ecology and more. The events were attended by more than 12 thousand visitors – students, graduates, professionals working in the field of ecology, members of environmental NGOs, people who are not indifferent to environmental issues. This strengthened the ability of ONSL to act as a powerful information center on environmental issues and made ONSL one of the important parts in solving environmental problems in Odesa Region and Southern Ukraine.

The Role of Action Research in Teachers’ Professional Development

The challenges of contemporary education and teaching profession have resulted in an increased demand for the appropriate professional advancement and practice-based research. The action research is an approach that encourages teachers to manage and control their own work. This research was conducted with the purpose of being primarily beneficial for primary and secondary school teachers. The empirical research presented in this paper was based on the factor analysis, by which the research factors were extracted, as well as on the examination of the teachers’ attitudes towards methodological education, cognition and metacognition in teaching, reflexive practice, science education and lifelong learning in the context of the action research. The method used was descriptive together with the scaling technique and the five-level Likert scale (AISE) consisting of 29 items. The research was realized in 2020, and then retested in 2021. The number of 1021 teachers from the Republic of Serbia participated in this research. The research results showed statistically significant differences in the respondents’ responses related to the independent research variables: education cycle, teaching experience and the number of professional development seminars attended. The significance of action researches is reflected in the fact that the problems are resolved by the teachers themselves, not the scholars or academics who are not directly involved in teaching. Therefore, this research contributes to a greater motivation and support of teachers to raise their classroom activities and accomplishments to the level of a scientific research.

Assessing computational thinking in the social studies

ABSTRACT Although computational thinking has most often been associated with the science, technology, engineering, and math education fields, our research takes a first step toward documenting student outcomes associated with integrating and assessing computational thinking in the social studies. In this study, we pursued an embedded research design, merging teacher action research with qualitative case study, into collaborative inquiry. Through analysis of classroom-based data, including samples of student work, we were able to develop an understanding of the manner with which student understanding of computational thinking emerged in this classroom. Findings suggest that, through the integration of carefully designed learner-centered tasks, students came to view computational thinking as computer mediated data analysis or an approach to analyzing data and solving problems. The iterative nature of the instructional design—three consecutive units built around the same heuristic of data-patterns-rules—as well as the variety of learning-centered tasks given to students, appeared to have enabled the teacher and students to have a common set of procedures for problem solving and a common language to articulate the goals and outcomes of data analysis and interpretation. Our study demonstrated that framing a lesson through the lens of computational thinking provides teachers with strategies for engaging students in a structured, yet authentic approach to grappling with complex problems relevant to the subject.

Funding in the budgetary institution as a factor of staff satisfaction

The article considers the peculiarities of labor financing in a budgetary institution through the lens of staff satisfaction with working conditions, which is one of the priority goals of the organization’s personnel policy. The article presents a methodology for assessing staff satisfaction with work in a budget institution, which allows you to identify «problem zones» and improve working conditions. The authors tested the proposed technique. The proposed methodology is based on a comprehensive approach, which takes into account working conditions, financing, labor content and interaction of employees within the structural unit. As a result of the development of the methodology, a model of interaction of the department with other structural divisions of the educational organization was proposed.The purpose of the model is to identify relationships between business units to optimize and balance the interests of all participants. The interaction of structural divisions is carried out with the aim of organizing the educational process and research activities, exchanging experience, building interdisciplinary ties, and implementing comprehensive scientific research. The organization of interaction between faculties allows you to integrate the research base an

Wisconsin ADRC research education component: Fostering AD researchers via a virtual network

AbstractBackgroundWorldwide, 47 million people have Alzheimer’s disease or related dementias (Alzheimer’s Association). The National Institute on Aging has introduced Alzheimer’s Disease Research Center Research Education Components (RECs) to “support research educational activities to complement the training of a workforce to meet the nation's research needs in AD and related dementias.” By recruiting and training promising researchers, the goal of RECs are to increase the pool of researchers studying ADRD, advance the mission of translating research advances into improved diagnosis and care, as well as treating and preventing ADRD.MethodThe Wisconsin Alzheimer’s Disease Research Center (ADRC) REC, funded in 2019, aims to deliver a rigorous training program to ensure research proficiency in AD research, infuse research concepts into predoctoral to junior faculty training programs, and measure the effectiveness of the REC. The REC sponsors didactic learning, facilitates networking for ADRD research trainees across campus, identifies ADRC REC Scholars who engage in mentored, 2‐year, research projects, and created a REC junior fellowship to reach students who are underrepresented in AD research. Using a previously created database, survey methods were used to assess trainee career promotions, demographics, and awards. During the COVID‐19 pandemic, the REC modified its strategies to use virtual methods to ensure continued availability of training opportunities. An E‐newsletter was introduced to communicate training and funding opportunities.ResultsOur REC Scholars (N=3) secured an R01, NIH R21/R33 and Beeson K76. Attendance at ADRD‐focused didactic events grew by nearly three‐fold using virtual methods. The E‐newsletter is shared with 550 individuals weekly and has a 35% open rate. The REC held a virtual introduction to ADRD research with UW Madison Precollege Enrichment Opportunity Program for Learning Excellence students via Zoom. Planned internships for the REC junior fellows were not completed due to the pandemic.ConclusionTraining during the COVID‐19 pandemic presented several opportunities for new initiatives. We observed that virtual tools increased the number of individuals engaged in training activities, although level of engagement and learning has not been assessed. Assessment of virtual training will be formally evaluated in collaboration with the UW Learning through Evaluation, Adaptation, and Dissemination Center.

Teacher Action Research with Overseas Korean Children in U.S

이민, 언어, 대중문화와 같은 이슈들은 재외동포 1세대와 2세대 자녀들의 일상생활 속 정체성 발달과 밀접한관련이 있는 주제들이지만, 아동들이 이해하기에는 다소 어렵고 추상적이며 민감한 주제일 수 있다. 본 실행연구는미국 동남부에 위치한 한국학교에서 2013년 1월부터 5월까지의 한 학기 동안 8세에서 10세 사이의 재미동포 어린이들과 함께 이러한 주제들에 대해 생각과 의견을 나누며 가르치고 연구해 온 교사-연구자의 지난 여정을 교사에세이 형식으로 기술하면서 연구에 함께 참여한 어린이들의 문화적, 민족적 정체성에 대한 인식이 성장하는 과정을 묘사하고 있다. 본 실행연구에서 교실 공간은 권위적 언어로 정의된 이야기만을 전달하는 곳이 아니라 아이들이 자신의 목소리로 말할 수 있는 공간으로 재구성됨으로써, 주류 교실환경에서는 들리지 않았던 소수민족 아동들의 이야기를 들려주게 된다. 즉, 개개인의 이야기를 환영하고 다성성(Bakhtin, 1965/1984a; 1981; 1984b; 1986)을 존중하는 교실의 재영토화 과정을 묘사하고 있다. 본 논문은, 아동연구에서 어린이들의 실천적 참여를 높이기 위한 다양한 연구방법의 개발 및 적용의 중요성을 강조하고 있다. 나아가 한 사회의 능동적 시민이자 주체로서 아동의 목소리를 드러낼 수 있는 기회가 제공되었을 때, 어린이들 스스로가 만들어낸 놀라운 사회 문화적 변화에 대해 증언하고 있다.Issues such as immigration, language, and popular culture are topics closely related to thedevelopment of identity in the daily lives of first and second generations of immigration children,but may be somewhat difficult, abstract, and sensitive topics for children to understand. Thisaction research describes the past journey of a teacher-researcher who has taught and studiedthese topics with overseas Korean children in U.S. between the ages of 8 and 10 for a semesterfrom January to May 2013 as well as the process of children s growing awareness of culturaland ethnic identity in the form of teacher’s essay. In this action study, the classroom space is not a place to deliver only the stories defined inauthoritative language, but a space where children can speak with their own voices, telling thestories of minority children that have not been heard in the mainstream classroom environment. In other words, it describes a process of reterritorialization of the classroom that welcomesindividual stories and respects polyphony (Bakhtin, 1965/1984a; 1981; 1984b; 1986). This paperemphasizes the importance of developing and applying various research methods to increasechildren s practical participation in children’s research. Furthermore, it testifies to the remarkablesocio-cultural changes that children themselves have made when they are given the opportunityto express their voices as active citizens and agents of a society.

A Bibliometric Review on Chemistry Education: Bodies of Research, 1980-2020

Abstract: Over the four decades, there has been sustained research activity in chemistry education. However, in terms of bodies of research, only a few different views were recorded. Thus, this study aimed to examine the trend bodies of research on chemistry education over the past 40 years (1980-2020) by using bibliometric analysis. Data based was collected from Scopus-indexed documents based on the 'title' search results. A total of 1041 finalized documents from various research types were used for further analysis. Two software (Harzing Perish and VOSviewer) were used to complete the bibliometric review using standard bibliometric indicators. This study found 12 types of documents published is related to chemistry education. 57 % of the total publications are from articles. The highest source type is journals (81%). Then, the growth of the related publications has risen gradually. English is the top language used in publications. The United States is ranked first in productivity published documents when an analysis by country is done. Citation analysis results can identify key authors and documents that designed the progress of this review. This analysis is used to determine the intellectual structure of the chemistry education knowledge base. In conclusion, this review delivers a better understanding of the development trends in chemistry education bodies of research over the past 40 years. Furthermore, the review result can also offer a reference for future research.
 
 Keywords: Chemistry education, Citations count, Scopus, Trend, VOSviewer

Cooperation with Parents on Environmental Education of Preschool Children with Speech Disorders

This article presents a comprehensive pedagogical technology for correctional and developmental work with parents and their preschool children with speech disorders. The purpose of this article is also to consider the change in parents' attitude to the environmental education of a child with speech disorders. The project is designed to involve parents and increase their interest in the environmental education of preschoolers with speech disorders. It is investigated to what extent the involvement of parents and teachers in joint research projects increases competencies in terms of knowledge, abilities, and attitudes to educational processes. The article uses several methods of synthesis and analysis in research. The descriptive method and the experimental method were also used. The hypothesis is that using a comprehensive program involving parents for research and experimental activities in environmental education of preschool children with speech disorders promotes the more successful acquisition of knowledge about nature, improves therapy, and strengthens family relationships. In technology, attention is paid to the actual educational activities and the reflection of teachers' and parents' internal structures of competencies. The presented technology systematizes the instrumental-methodical, expressive (behavioral) aspects of teaching and raising a child with speech disorders and provides a universal basis for any intervention program to change attitudes and involve parents in educational work.

An Affirmative Approach to Teaching Critical Data Studies

This article proposes an affirmative theoretical framework for teaching students about social media, algorithms, and critical data studies and offers a concrete example of an assignment that can be used to help students better understand how social media sites impact our processes of subjectivation, or how we are created as subjects. This pedagogical approach is situated within larger conversations about how to best approach media literacy, digital literacy, and other emerging 21st century literacies. Drawing upon a pedagogical action research methodology, this article analyzes student projects and reflections to determine how one can actively participate in one’s own processes of subjectivation as they relate to social media, as well as what factors facilitate or limit this ability. I argue that a deeper understanding of how platforms and algorithms function increases one’s ability to intervene in their own processes of subjectivation. Further, I analyze student projects to demonstrate how the assignment helped students better conceptualize the ways that their data were being captured and then used by Facebook. This analysis showed that the inherent for-profit nature of the Facebook platform limits the possibility of intervention ability by design. These results suggest that new approaches to social media platforms, such as those that are non-profit or for the public good, might open further opportunities for more creative interventions. These experimentations at both the level of the user and the platform align well with an affirmative critical theory approach of experimentation and counter-actualization.

Action research and collaborative reflective practice in English language teaching

ABSTRACT The purpose of this investigation was to explore how reflective practice (RP) could be implemented and systematized in diverse ELT Mexican contexts in order to foster continuous professional development. Hence, this collaborative action research was conducted over aperiod of 22 months with different English Language Teaching (ELT) practitioners; 24 Mexican teacher educators and two in-serviceEnglish language teachers from Longford, Ireland and Texas, USA who were living and working in Mexico. The data was collected by means of classroom observations, feedback sessions, individual interviews, and professional dialogues–informal meetings, self-reporting,and text messaging. Overall, the findings of this investigation showed that teachers, who had the openness to challenge inconsistencies, gaps and at times fears in their teaching stances, beliefs and therefore practices, also had the willingness to carry out reflective actions that were guided by critical inquiry, collaboration with the researcher and modelled practices by other colleagues; enabling teacher effective engagement in reflective procedures as well as in personal continuous professional development processes.