The Incorporation of Action Research into Teacher Education: Perspectives and Challenges (A Case study of teachers and MA students in ENS-Bouzareah)
Abstract
Educational research plays a crucial role in teacher education programs and training. Basic research has been a subject of concern and study in different Algerian universities and higher education institutions and schools. However, action research as practical research remains a theoretical subject in research methodology classes. This case study aims to explore the views of ENSB teachers and MA students of the English Department about action research and the challenges of incorporating this design in pre-service teacher training. The study employed a questionnaire for teachers and a focus group interview for MA (2) students to elicit their opinions about action research as a research methodology and the possible challenges that limit its use in research projects. The results revealed that teachers and students acknowledge the importance of action research as a relevant research design to practitioners and called for the need to incorporate it in teacher education. They also pointed out to issues of time, training in using the design and taking action as well as collaboration in conducting action research between teachers and their students.
References
- Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research. 1 (1), 7-24.
- Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th Ed). Wadsworth, Cengage learning.
- Barbre, J. O., & Buckner, B.J. (2013). Utilizing action research during student teaching: should every teacher preparation program be doing this? SAGE open, 1-6.
- Creswell, J.W. (2014). Educational research: planning, conducting and evaluating quantitative and qualitative research (4th Ed.). England: Pearson Education Limited.
- Dehghan, F., & Sahragard, R. (2015). Iranian EFL teachers' views on action research and its application in their classrooms: A case study. Journal of Teacher Education and Educators, 4 (1), 39-52.
- Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163.
- Ryan, T.G., Young, D.C., & Kraglund-Gauthier, W.L. (2017). Action research within pre-service teacher education. Transformative Dialogues: Teaching & Learning Journal, 10 (3), 1-18.
- Saldana, J. (2008). Coding manual for qualitative researchers. Los Angeles, Calif.: Sage Publications.
- Vaughan, M., & Burnaford, G. (2015). Action research in graduate teacher education: a review of the literature 2000–2015. Educational Action Research, 24 (2), 280-299.
- Wood, P., & Smith, J. (2016). Educational Research: Taking the Plunge. Wales, UK: The Independent Thinking Press.
The Incorporation of Action Research into Teacher Education: Perspectives and Challenges (A Case study of teachers and MA students in ENS-Bouzareah)
Abstract
Educational research plays a crucial role in teacher education programs and training. Basic research has been a subject of concern and study in different Algerian universities and higher education institutions and schools. However, action research as practical research remains a theoretical subject in research methodology classes. This case study aims to explore the views of ENSB teachers and MA students of the English Department about action research and the challenges of incorporating this design in pre-service teacher training. The study employed a questionnaire for teachers and a focus group interview for MA (2) students to elicit their opinions about action research as a research methodology and the possible challenges that limit its use in research projects. The results revealed that teachers and students acknowledge the importance of action research as a relevant research design to practitioners and called for the need to incorporate it in teacher education. They also pointed out to issues of time, training in using the design and taking action as well as collaboration in conducting action research between teachers and their students.
References
- Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research. 1 (1), 7-24.
- Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education (8th Ed). Wadsworth, Cengage learning.
- Barbre, J. O., & Buckner, B.J. (2013). Utilizing action research during student teaching: should every teacher preparation program be doing this? SAGE open, 1-6.
- Creswell, J.W. (2014). Educational research: planning, conducting and evaluating quantitative and qualitative research (4th Ed.). England: Pearson Education Limited.
- Dehghan, F., & Sahragard, R. (2015). Iranian EFL teachers' views on action research and its application in their classrooms: A case study. Journal of Teacher Education and Educators, 4 (1), 39-52.
- Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151-163.
- Ryan, T.G., Young, D.C., & Kraglund-Gauthier, W.L. (2017). Action research within pre-service teacher education. Transformative Dialogues: Teaching & Learning Journal, 10 (3), 1-18.
- Saldana, J. (2008). Coding manual for qualitative researchers. Los Angeles, Calif.: Sage Publications.
- Vaughan, M., & Burnaford, G. (2015). Action research in graduate teacher education: a review of the literature 2000–2015. Educational Action Research, 24 (2), 280-299.
- Wood, P., & Smith, J. (2016). Educational Research: Taking the Plunge. Wales, UK: The Independent Thinking Press.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Research |
| Authors | |
| Publication Date | December 31, 2020 |
| Published in Issue | Year 2020 Volume: 6 Issue: 2 |
