Incorporating action research into in-service teacher education (INSET) programs

Abstract

Conducting action research (AR) is considered important for teachers’ professional development, their actual teaching practice and their theoretical knowledge . However, for many teachers, research is a new challenge and action research an unfamiliar form of classroom research. AR is a process through which practitioners address issues of importance in their practice.  The interface between AR and teacher cognition can advance our understanding of teaching practice in general. Very few, if any, however, has investigated teachers’ deliberate decision-making processes after action research processes. In an attempt to address this gap in literature, this exploratory research study investigates the influence of AR on teacher cognition.

Keywords

• action research,teacher education,in-service teachers

References

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