@article{article_1590067, title={Participatory Action Research for Professional Development / Mesleki Gelişim İçin Katılımcı Eylem Araştırması}, journal={e-Uluslararası Eğitim Araştırmaları Dergisi}, volume={15}, pages={145–161}, year={2024}, DOI={10.19160/e-ijer.1590067}, url={https://izlik.org/JA86DE46MA}, author={Tok, Şükran and Dolapçıoğlu, Sevda and Acar, Sabire Pınar}, keywords={Participatory action research, Teacher training, Professional development, Action plan}, abstract={The sudden shift to online education during the Covid-19 Pandemic resulted in uncertainty and stress among teachers. This study investigates the role of Participatory Action Research [PAR] in supporting teachers’ professional development in times of pandemic-induced chaos and how effective PAR is in tackling challenges that emerge. The study involved fourteen in-service teachers of English and 267 students at a Turkish state university. Through three cycles of PAR, professional development support was provided for the newly established English preparatory school. Data were collected through observations, reflections, and interviews. The qualitative findings revealed that PAR contributed to teachers’ professional development and in-class practices. The chaotic environment which was caused by the pandemic and the mandatory implementation of technology-based teaching tools during that period were the primary challenges at the time of current study. These challenges directly reduced student participation. However, upon the implementation of PAR, the analysis of the emerging themes showed that the participant teachers regarded this kind of action research as the greatest impact on their in-class practices. Increased student participation in classes and the efficient use of technology-based teaching resources were the results of this contribution. This indicated that PAR significantly addressed the issues found in the needs analysis conducted at the beginning of the process. Furthermore, through its components of research, collaboration, and reflection, PAR significantly supported teachers in addressing these problem areas. The major problem areas were the chaos environment caused by the pandemic and the implementation of technology-based teaching tools, which was mandatory during that period. These two problems directly decreased the rate of student participation in the lesson.}, number={2}, organization={Yoktur}