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Developing Action Research for Developing Teachers in Kosovo

Year 2015, Volume: 6 Issue: 4, 1 - 21, 31.10.2015
https://doi.org/10.17569/tojqi.52046

Abstract

This study explores the perception of student teachers on their role as researchers and the impact of action research in their professional development. The study involves the master level student teachers of the Faculty of Education at the University of Prishtina in Kosovo. Qualitative data collected through reflective writing, open-ended questionnaires and research reports developed by student teachers were analyzed through the inductive method. The study suggests that teacher research has a major impact not only on the improvement of teaching practices and increasing student achievement, but also on increasing the collaboration among peers and fostering a new culture where teachers assume their responsibilities to apply action research in their own classrooms as a tool for classroom transformation. Teacher education and school context are crucial in this matter and the need arises to avoid viewing the development of teacher research as an isolated activity.

Keywords: Action research, professional development, student teacher, environment


Öz

Bu araştırma, öğrenci öğretmenlerin araştırmacı rollerini algılamalarını ve profesyonel gelişimlerinde eylem araştırmaların etkisini incelemektedir. Araştırma, Priştine Üniversitesi Eğitim Fakültesi’nde yüksek lisans düzeyinde olan öğrenci öğretmenleri kapsamaktadır. Öğrenciler tarafından yapılan yansıtıcı yazılar, açık uçlu soru formları ve araştırma raporlarından toplanan nitel veriler tümevarım yöntemi aracılığıyla incelenmiştir. Araştırma, öğretmen araştırmalarının, sadece öğretim uygulamalarının geliştirilmesine ve öğrenci başarısının yükseltilmesine değil, aynı zamanda yaşıtlar arası işbirliğini arttırma ve öğretmenlerin sınıfı dönüştürme aracı olarak kendi sınıflarında eylem araştırmasını uygulama sorumluluğunu yeni bir kültür olarak teşvik etmeye önemli bir etkisinin olduğunu ortaya koymaktadır. Bu konuda öğretmen eğitimi ve okul bağlamı çok önemlidir ve öğretmen araştırmalarının yalıtılmış bir etkinlik olarak görülmesini önler.

Anahtar kelimeler: Eylem araştırması, profesyonel gelişim, öğrenci öğretmen


References

  • Bogdan, R., & Biklen, K.S. (2007). Qualitative research for education: An introduction to theories and methods (5th ed). Pearson Education.
  • Briggs, J. A., & Coleman, M. (2007). Research methods in educational leadership and management (2nd ed). SAGE Publications Ltd .
  • Cain, T., & Milovic, S. (2010). Action Research as a tool of professional development of advisers and teachers in Croatia. European Journal of Teacher Education, 33(1), 19-30.
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th edition). New York: Routledge.
  • Cohran-Smith, M., & Lytle, S.L. (1993). Inside outside: Teacher research and knowledge. New York: Teacher College Press.
  • Commission of the European Communities. (2005). The Common European principles for teacher competences and qualifications. Geneva: Commission of the European Communities (4).
  • Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28–56.
  • Dewey, J. (1929). The sources of a science of education. New York: Liveright.
  • Fraenkel, R. J., Wallen, E. N., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw- Hill Companies Inc.
  • Harford, J. (2010).Teacher education policy in Ireland and the challenges of the twenty-first century. European Journal of Teacher Education, 33(4), 349-360.
  • Hopkins, D. (1985). A teacher guide to classroom research. Open University press, England.
  • Johnson, P. A. (2008). A short guide to action research. Pearson Education Inc.
  • Koshy, V. (2010). Action Research for improving Educational Practice. Sage Publications.
  • Lin, E., Wang, J., Spalding, E., Cari, K., & Odell, S.J. (2011). Toward Strengthening the Preparation of Teacher Educator-Researchers in Doctoral Programs and Beyond. Journal of Teacher Education, 62(3).
  • McNiff, J. (1997). Action research for professional development: Concise advice for new action researchers. Retrieved from www.jeanmcniff.com/booklet1.html.
  • Megowan, C. (2010). Inside out: Action research from teacher-researcher perspective. J. Sci. Teacher Education, 21, 993 -1011.
  • Miller, B.M., Greenwood, D., & Maguire, P. (2003). Why Action Research? Action Research, 1(1), 9–28.
  • Miller, D.M., & Pine, G.J. (1990). Advancing professional inquiry for educational improvement through action research. Journal of Staff Development, 2(3), 56–61.
  • Wilson, E. (Ed.) (2009). School-based research; a guide for education students. Sage Publications.
  • Oakes, J., & Lipton, M. (2003). Teaching to change the world
  • (2nd ed). New York: McGraw –Hill Companies Inc.
  • Patton, Q. M. (2002). Qualitative research & evaluation methods (3rd ed.). Sage Publication Inc.
  • Programet Master në Fakultetin e Edukimit ”Mësimdhënia dhe Kurrikula”, Udhëheqja në Arsim” (Master Programs in Education at the University of Prishtina’s Faculty of Education) (2010). Prishtinë: Universiteti i Prishtinës.
  • Sagor, R. (2010). Collaborative Action research for professional learning communities. Solution Tree Press.
  • -
  • Stein, M. K., Smith, S. M., & Silver, A. E. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269.
  • Stringer, E. (2004). Action research in education. Pearson Education Inc.
  • Vula, E., & Bërdynaj, L. (2011). Collaborative Action Research: Teaching of Multiplication and Division in the Second Grade of Primary School. Turkish Online Journal of Qualitative Inquiry, 2(2).
  • Zeichner, M. K. (2003). Teacher research as professional development P–12 educators in the USA. Educational Action Research, 11(2).
  • White, C.S., Fox, R., & Isenberg, P. J. (2011). Investigating teachers’ professional learning in an advanced Master’s degree programme. European Journal of Teacher Education, 34(4), 387–405.
  • Whitcomb, J., Borko, H., & Liston D. (2009). Promising professional development models and practices. Journal of Teacher Education, 60(3), 207–12.

Kosova’daki Öğretmenlerin Gelişimi İçin Eylem Araştırması Geliştirilmesi

Year 2015, Volume: 6 Issue: 4, 1 - 21, 31.10.2015
https://doi.org/10.17569/tojqi.52046

Abstract

Bu araştırma, öğrenci öğretmenlerin araştırmacı rollerini algılamalarını ve profesyonel gelişimlerinde eylem araştırmaların etkisini incelemektedir. Araştırma, Priştine Üniversitesi Eğitim Fakültesi’nde yüksek lisans düzeyinde olan öğrenci öğretmenleri kapsamaktadır. Öğrenciler tarafından yapılan yansıtıcı yazılar, açık uçlu soru formları ve araştırma raporlarından toplanan nitel veriler tümevarım yöntemi aracılığıyla incelenmiştir. Araştırma, öğretmen araştırmalarının, sadece öğretim uygulamalarının geliştirilmesine ve öğrenci başarısının yükseltilmesine değil, aynı zamanda yaşıtlar arası işbirliğini arttırma ve öğretmenlerin sınıfı dönüştürme aracı olarak kendi sınıflarında eylem araştırmasını uygulama sorumluluğunu yeni bir kültür olarak teşvik etmeye önemli bir etkisinin olduğunu ortaya koymaktadır. Bu konuda öğretmen eğitimi ve okul bağlamı çok önemlidir ve öğretmen araştırmalarının yalıtılmış bir etkinlik olarak görülmesini önler.

Anahtar kelimeler: Eylem araştırması, profesyonel gelişim, öğrenci öğretmen


Abstract

This study explores the perception of student teachers on their role as researchers and the impact of action research in their professional development. The study involves the master level student teachers of the Faculty of Education at the University of Prishtina in Kosovo. Qualitative data collected through reflective writing, open-ended questionnaires and research reports developed by student teachers were analyzed through the inductive method. The study suggests that teacher research has a major impact not only on the improvement of teaching practices and increasing student achievement, but also on increasing the collaboration among peers and fostering a new culture where teachers assume their responsibilities to apply action research in their own classrooms as a tool for classroom transformation. Teacher education and school context are crucial in this matter and the need arises to avoid viewing the development of teacher research as an isolated activity.

Keywords: Action research, professional development, student teacher, environment

References

  • Bogdan, R., & Biklen, K.S. (2007). Qualitative research for education: An introduction to theories and methods (5th ed). Pearson Education.
  • Briggs, J. A., & Coleman, M. (2007). Research methods in educational leadership and management (2nd ed). SAGE Publications Ltd .
  • Cain, T., & Milovic, S. (2010). Action Research as a tool of professional development of advisers and teachers in Croatia. European Journal of Teacher Education, 33(1), 19-30.
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th edition). New York: Routledge.
  • Cohran-Smith, M., & Lytle, S.L. (1993). Inside outside: Teacher research and knowledge. New York: Teacher College Press.
  • Commission of the European Communities. (2005). The Common European principles for teacher competences and qualifications. Geneva: Commission of the European Communities (4).
  • Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28–56.
  • Dewey, J. (1929). The sources of a science of education. New York: Liveright.
  • Fraenkel, R. J., Wallen, E. N., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw- Hill Companies Inc.
  • Harford, J. (2010).Teacher education policy in Ireland and the challenges of the twenty-first century. European Journal of Teacher Education, 33(4), 349-360.
  • Hopkins, D. (1985). A teacher guide to classroom research. Open University press, England.
  • Johnson, P. A. (2008). A short guide to action research. Pearson Education Inc.
  • Koshy, V. (2010). Action Research for improving Educational Practice. Sage Publications.
  • Lin, E., Wang, J., Spalding, E., Cari, K., & Odell, S.J. (2011). Toward Strengthening the Preparation of Teacher Educator-Researchers in Doctoral Programs and Beyond. Journal of Teacher Education, 62(3).
  • McNiff, J. (1997). Action research for professional development: Concise advice for new action researchers. Retrieved from www.jeanmcniff.com/booklet1.html.
  • Megowan, C. (2010). Inside out: Action research from teacher-researcher perspective. J. Sci. Teacher Education, 21, 993 -1011.
  • Miller, B.M., Greenwood, D., & Maguire, P. (2003). Why Action Research? Action Research, 1(1), 9–28.
  • Miller, D.M., & Pine, G.J. (1990). Advancing professional inquiry for educational improvement through action research. Journal of Staff Development, 2(3), 56–61.
  • Wilson, E. (Ed.) (2009). School-based research; a guide for education students. Sage Publications.
  • Oakes, J., & Lipton, M. (2003). Teaching to change the world
  • (2nd ed). New York: McGraw –Hill Companies Inc.
  • Patton, Q. M. (2002). Qualitative research & evaluation methods (3rd ed.). Sage Publication Inc.
  • Programet Master në Fakultetin e Edukimit ”Mësimdhënia dhe Kurrikula”, Udhëheqja në Arsim” (Master Programs in Education at the University of Prishtina’s Faculty of Education) (2010). Prishtinë: Universiteti i Prishtinës.
  • Sagor, R. (2010). Collaborative Action research for professional learning communities. Solution Tree Press.
  • -
  • Stein, M. K., Smith, S. M., & Silver, A. E. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269.
  • Stringer, E. (2004). Action research in education. Pearson Education Inc.
  • Vula, E., & Bërdynaj, L. (2011). Collaborative Action Research: Teaching of Multiplication and Division in the Second Grade of Primary School. Turkish Online Journal of Qualitative Inquiry, 2(2).
  • Zeichner, M. K. (2003). Teacher research as professional development P–12 educators in the USA. Educational Action Research, 11(2).
  • White, C.S., Fox, R., & Isenberg, P. J. (2011). Investigating teachers’ professional learning in an advanced Master’s degree programme. European Journal of Teacher Education, 34(4), 387–405.
  • Whitcomb, J., Borko, H., & Liston D. (2009). Promising professional development models and practices. Journal of Teacher Education, 60(3), 207–12.
There are 31 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Eda Vula This is me

Blerim Saqipi This is me

Publication Date October 31, 2015
Submission Date October 31, 2015
Published in Issue Year 2015 Volume: 6 Issue: 4

Cite

APA Vula, E., & Saqipi, B. (2015). Developing Action Research for Developing Teachers in Kosovo. Turkish Online Journal of Qualitative Inquiry, 6(4), 1-21. https://doi.org/10.17569/tojqi.52046
AMA Vula E, Saqipi B. Developing Action Research for Developing Teachers in Kosovo. TOJQI. October 2015;6(4):1-21. doi:10.17569/tojqi.52046
Chicago Vula, Eda, and Blerim Saqipi. “Developing Action Research for Developing Teachers in Kosovo”. Turkish Online Journal of Qualitative Inquiry 6, no. 4 (October 2015): 1-21. https://doi.org/10.17569/tojqi.52046.
EndNote Vula E, Saqipi B (October 1, 2015) Developing Action Research for Developing Teachers in Kosovo. Turkish Online Journal of Qualitative Inquiry 6 4 1–21.
IEEE E. Vula and B. Saqipi, “Developing Action Research for Developing Teachers in Kosovo”, TOJQI, vol. 6, no. 4, pp. 1–21, 2015, doi: 10.17569/tojqi.52046.
ISNAD Vula, Eda - Saqipi, Blerim. “Developing Action Research for Developing Teachers in Kosovo”. Turkish Online Journal of Qualitative Inquiry 6/4 (October 2015), 1-21. https://doi.org/10.17569/tojqi.52046.
JAMA Vula E, Saqipi B. Developing Action Research for Developing Teachers in Kosovo. TOJQI. 2015;6:1–21.
MLA Vula, Eda and Blerim Saqipi. “Developing Action Research for Developing Teachers in Kosovo”. Turkish Online Journal of Qualitative Inquiry, vol. 6, no. 4, 2015, pp. 1-21, doi:10.17569/tojqi.52046.
Vancouver Vula E, Saqipi B. Developing Action Research for Developing Teachers in Kosovo. TOJQI. 2015;6(4):1-21.