Action Research and Teachers’ Professional Development: Examples and Reflections
Keywords:
teacher professional development, action research, Arabian Gulf countries
Abstract
Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and teacher professional development. The potential benefits of action research in building teachers’ professional capacity is presented next. The paper concludes with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.
References
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Al-Mosawi, A., & Wali, E. (2015). Exploring the potential of mobile applications to support learning and engagement in elementary classes. International Journal of Mobile and Blended learning, 7(2), 33-44. https://doi.org/10.4018/ijmbl.2015040103
Al-Wadi, H. (2018). Facilitating in-service English language teacher trainees’ supervision through written feedback: Action research. International Education Studies, 11(9), 1-11. https://doi.org/10.5539/ies.v11n9p1
Amin, M., Rashid, & Teh, K. (2019). Investigating issues and challenges in employing action research for teacher training in Malaysian contexts. International Journal of Education and Practice, 7(1), 30-40. https://doi.org/10.18488/journal.61.2019.71.30.40
Bahrain Teachers College. (2016). Executive summaries of the higher diploma of educational leadership participants’ innovative school research projects 2014-15. Bahrain: University of Bahrain Printing Press.
Bahrain Teachers College. (2019). Abstracts of research projects for school leaders in the higher diploma in educational leadership. Bahrain: University of Bahrain Printing Press.
Battersby, S., & Verdi, B. (2015). The culture of professional learning communities and connection to improve teacher efficacy and support students learning. Arts Education Policy Review, 116(1), 22-29. https://doi.org/10.1080/10632913.2015.970096
Bersh, L., Benton, P. & Lewis, A. (2012). Action research for improving at-risk students' literacy skills: The professional development of Florida teachers through their journeys integrating technology, poetry and multiculturalism for literacy interventions. Inquiry in Education, 2(2), 1-18.
Bolam, R., & McMahon, A. (2004). Literature, definitions and models: Towards a conceptual map. In C. Day & J. Sachs (Eds.). International handbook on the continuing professional development of teachers. Place: McGraw-Hill Education.
Cary, S. (2011). A beginner’s guide to scientific method (Fourth Edition). United Kingdom: Wadsworth Cengage Learning.
Castanheira, P. (2016). Mentoring for educators’ professional learning and development: A meta-analysis of IJMCE volumes 1-4. International Journal of Mentoring and Coaching in Education, 5(4), 334-346. https://doi.org/10.1108/ijmce-10-2015-0030
Cohen, L., Manion, L, & Morrison, K. (2018). Research methods in Education. London: Routledge. https://doi.org/10.4324/9781315456539-22
Coghlan, D., & Brydon-Miller, M. (2014). The SAGE Encyclopedia of Action Research. London: Sage Publications Ltd. https://doi.org/10.4135/9781446294406
Cox, B., Cox, B., & Vann, M. (2012). Using action research to examine teacher strategy effectiveness. Journal of Learning in Higher Education, 8(1), 84-89.
Cunningham, D. (2011). Improving Teaching with Collaborative Action Research: An ASCD Action Tool. Alexandria, VA: ASCD.
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
DuFour, R., Eaker, R., & DuFour, R. (2005). What is a professional learning community? In R. DuFour, R. Eaker, & R. DuFour (Eds). On common ground (pp. 31-43). Bloomington, IN: Solution Tree.
Gaible, E., & Burns, M.(2005). Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries. USA: Washington, DC: Information for Development Program.
Gallagher, K., & Bashir-Ali, K. (2007). Action research and initial teacher education in the UAE. UAE: Higher Colleges of Technology.
Gujarati, J. (2018). Taking action: (Re)imagining professional development through the teacher research project. Inquiry in Education, 10(2), 1-19.
Gusky, T. (2000). Evaluating professional development. USA, CA: Crowne.
Gusky, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Hanafin, J. (2014). Multiple intelligences, theory, action research, and teacher professional development: The Irish MI project. Australian Journal of Teacher Education, 39(4), 126-142. https://doi.org/10.14221/ajte.2014v39n4.8
Hathorn, C., & Dillon, A. (2018). Action research as professional development: Its role in education reform in the United Arab Emirates. Issues in Educational Research, 18(1), 99-119.
Hofman, R., & Dijkstra, B. (2010). Effective teacher professionalism in networks. Teaching and Teacher Education, 24(4), 1031-1040. https://doi.org/10.1016/j.tate.2009.10.046
Kyndt, E., Gijbels, D., & Grosemans, I. & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150. https://doi.org/10.3102/0034654315627864
Littlewood, S. (2011).Transforming the practice of student teachers in the UAE through action research. Education, Business and Society: Contemporary Middle Eastern Issues, 4(2), 97-105. https://doi.org/10.1108/17537981111143828
Mertler, C., & Hartley, A. (2017). Classroom-based, teacher-led action research as a process for enhancing teaching and learning. Journal of Educational Leadership in Action, 4(2). Retrieved September 30, 2019, from https://www.lindenwood.edu/academics/beyond-the-classroom/publications/journal-of-educational-leadership-in-action/all-issues/previous-issues/volume-4-issue-2/faculty-articles/mertler/
Mligo, E. (2016). Introduction to research methods and report writing: A practical guide to students and researchers in social sciences and the humanities. UK: Wipf and Stock publishers.
Morales, M., Abulon, E., Soriano, P., David, A., Hermosisima, V., & Gerundio, M. (2016). Examining teachers’ conceptions of and needs on action research. Issues in Educational Research, 26(3), 464-489.
Moyle, K. (2016). A guide to support coaching and mentoring for school improvement. Australia: Australian Council for Educational Research.
Ng, P. (2012). Mentoring and coaching educators in Singapore education system. International Journal of Mentoring and Coaching in Education, 1(1), 24-35. https://doi.org/10.1108/20466851211231602
Reason, P., & Bradbury, H. (2001). SAGE handbook of action research: Participative inquiry and practice. London: SAGE Publication. https://doi.org/10.4135/9781848607934
Schechter, C. (2008). Organizational learning mechanisms: Its meaning, measures, and implications for school improvement. Educational Administration Quarterly, 44(2), 155-186. https://doi.org/10.1177/0013161x07312189
Shanks, J. (2016). Implementing action research and professional learning communities in a professional development school setting to support teacher candidate learning. School-University Partnership, 9(1), 45-53.
Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258. https://doi.org/10.1007/s10833-006-0001-8
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2017). Teacher collaboration: A systematic review. Educational Research Review, 15(2015), 17-40. https://doi.org/10.1016/j.edurev.2015.04.002
VanOostveen, R. (2017). Purposeful action research: Reconsidering science and technology teacher professional development. College Quarterly, 20(2), 1-40.
Warne, A. (2006). Action research in English language teaching in the UAE: Perspectives form teacher education at the higher colleges of technology. UAE: Higher Colleges of Technology.
Willis, J., & Edwards, C. (2014a). The twists and turns of action research history. In J. Willis & C. Edwards (Eds.). Action research: Models, methods, and examples (pp 3-20). Charlotte, NC: Information Age Publishing.
Willis, J., & Edwards, C. (2014b). Theoretical foundations for the practice of action research. In J. Willis & C. Edwards (Eds.). Action research: Models, methods, and examples (pp. 21-43). Charlotte, NC: Information Age Publishing.
Willis, J., & Edwards, C. (2014c). Verities of action research. In J. Willis & C. Edwards (Eds.). Action research: Models, methods, and examples (pp. 45-84). Charlotte, NC: Information Age Publishing.
Young, C. (2014). Providing independent reading comprehension strategy practice through workstations. The Journal of Literacy Education, 2(1), 24-35.
Al-Mosawi, A., & Wali, E. (2015). Exploring the potential of mobile applications to support learning and engagement in elementary classes. International Journal of Mobile and Blended learning, 7(2), 33-44. https://doi.org/10.4018/ijmbl.2015040103
Al-Wadi, H. (2018). Facilitating in-service English language teacher trainees’ supervision through written feedback: Action research. International Education Studies, 11(9), 1-11. https://doi.org/10.5539/ies.v11n9p1
Amin, M., Rashid, & Teh, K. (2019). Investigating issues and challenges in employing action research for teacher training in Malaysian contexts. International Journal of Education and Practice, 7(1), 30-40. https://doi.org/10.18488/journal.61.2019.71.30.40
Bahrain Teachers College. (2016). Executive summaries of the higher diploma of educational leadership participants’ innovative school research projects 2014-15. Bahrain: University of Bahrain Printing Press.
Bahrain Teachers College. (2019). Abstracts of research projects for school leaders in the higher diploma in educational leadership. Bahrain: University of Bahrain Printing Press.
Battersby, S., & Verdi, B. (2015). The culture of professional learning communities and connection to improve teacher efficacy and support students learning. Arts Education Policy Review, 116(1), 22-29. https://doi.org/10.1080/10632913.2015.970096
Bersh, L., Benton, P. & Lewis, A. (2012). Action research for improving at-risk students' literacy skills: The professional development of Florida teachers through their journeys integrating technology, poetry and multiculturalism for literacy interventions. Inquiry in Education, 2(2), 1-18.
Bolam, R., & McMahon, A. (2004). Literature, definitions and models: Towards a conceptual map. In C. Day & J. Sachs (Eds.). International handbook on the continuing professional development of teachers. Place: McGraw-Hill Education.
Cary, S. (2011). A beginner’s guide to scientific method (Fourth Edition). United Kingdom: Wadsworth Cengage Learning.
Castanheira, P. (2016). Mentoring for educators’ professional learning and development: A meta-analysis of IJMCE volumes 1-4. International Journal of Mentoring and Coaching in Education, 5(4), 334-346. https://doi.org/10.1108/ijmce-10-2015-0030
Cohen, L., Manion, L, & Morrison, K. (2018). Research methods in Education. London: Routledge. https://doi.org/10.4324/9781315456539-22
Coghlan, D., & Brydon-Miller, M. (2014). The SAGE Encyclopedia of Action Research. London: Sage Publications Ltd. https://doi.org/10.4135/9781446294406
Cox, B., Cox, B., & Vann, M. (2012). Using action research to examine teacher strategy effectiveness. Journal of Learning in Higher Education, 8(1), 84-89.
Cunningham, D. (2011). Improving Teaching with Collaborative Action Research: An ASCD Action Tool. Alexandria, VA: ASCD.
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
DuFour, R., Eaker, R., & DuFour, R. (2005). What is a professional learning community? In R. DuFour, R. Eaker, & R. DuFour (Eds). On common ground (pp. 31-43). Bloomington, IN: Solution Tree.
Gaible, E., & Burns, M.(2005). Using technology to train teachers: Appropriate uses of ICT for teacher professional development in developing countries. USA: Washington, DC: Information for Development Program.
Gallagher, K., & Bashir-Ali, K. (2007). Action research and initial teacher education in the UAE. UAE: Higher Colleges of Technology.
Gujarati, J. (2018). Taking action: (Re)imagining professional development through the teacher research project. Inquiry in Education, 10(2), 1-19.
Gusky, T. (2000). Evaluating professional development. USA, CA: Crowne.
Gusky, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
Hanafin, J. (2014). Multiple intelligences, theory, action research, and teacher professional development: The Irish MI project. Australian Journal of Teacher Education, 39(4), 126-142. https://doi.org/10.14221/ajte.2014v39n4.8
Hathorn, C., & Dillon, A. (2018). Action research as professional development: Its role in education reform in the United Arab Emirates. Issues in Educational Research, 18(1), 99-119.
Hofman, R., & Dijkstra, B. (2010). Effective teacher professionalism in networks. Teaching and Teacher Education, 24(4), 1031-1040. https://doi.org/10.1016/j.tate.2009.10.046
Kyndt, E., Gijbels, D., & Grosemans, I. & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111-1150. https://doi.org/10.3102/0034654315627864
Littlewood, S. (2011).Transforming the practice of student teachers in the UAE through action research. Education, Business and Society: Contemporary Middle Eastern Issues, 4(2), 97-105. https://doi.org/10.1108/17537981111143828
Mertler, C., & Hartley, A. (2017). Classroom-based, teacher-led action research as a process for enhancing teaching and learning. Journal of Educational Leadership in Action, 4(2). Retrieved September 30, 2019, from https://www.lindenwood.edu/academics/beyond-the-classroom/publications/journal-of-educational-leadership-in-action/all-issues/previous-issues/volume-4-issue-2/faculty-articles/mertler/
Mligo, E. (2016). Introduction to research methods and report writing: A practical guide to students and researchers in social sciences and the humanities. UK: Wipf and Stock publishers.
Morales, M., Abulon, E., Soriano, P., David, A., Hermosisima, V., & Gerundio, M. (2016). Examining teachers’ conceptions of and needs on action research. Issues in Educational Research, 26(3), 464-489.
Moyle, K. (2016). A guide to support coaching and mentoring for school improvement. Australia: Australian Council for Educational Research.
Ng, P. (2012). Mentoring and coaching educators in Singapore education system. International Journal of Mentoring and Coaching in Education, 1(1), 24-35. https://doi.org/10.1108/20466851211231602
Reason, P., & Bradbury, H. (2001). SAGE handbook of action research: Participative inquiry and practice. London: SAGE Publication. https://doi.org/10.4135/9781848607934
Schechter, C. (2008). Organizational learning mechanisms: Its meaning, measures, and implications for school improvement. Educational Administration Quarterly, 44(2), 155-186. https://doi.org/10.1177/0013161x07312189
Shanks, J. (2016). Implementing action research and professional learning communities in a professional development school setting to support teacher candidate learning. School-University Partnership, 9(1), 45-53.
Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258. https://doi.org/10.1007/s10833-006-0001-8
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2017). Teacher collaboration: A systematic review. Educational Research Review, 15(2015), 17-40. https://doi.org/10.1016/j.edurev.2015.04.002
VanOostveen, R. (2017). Purposeful action research: Reconsidering science and technology teacher professional development. College Quarterly, 20(2), 1-40.
Warne, A. (2006). Action research in English language teaching in the UAE: Perspectives form teacher education at the higher colleges of technology. UAE: Higher Colleges of Technology.
Willis, J., & Edwards, C. (2014a). The twists and turns of action research history. In J. Willis & C. Edwards (Eds.). Action research: Models, methods, and examples (pp 3-20). Charlotte, NC: Information Age Publishing.
Willis, J., & Edwards, C. (2014b). Theoretical foundations for the practice of action research. In J. Willis & C. Edwards (Eds.). Action research: Models, methods, and examples (pp. 21-43). Charlotte, NC: Information Age Publishing.
Willis, J., & Edwards, C. (2014c). Verities of action research. In J. Willis & C. Edwards (Eds.). Action research: Models, methods, and examples (pp. 45-84). Charlotte, NC: Information Age Publishing.
Young, C. (2014). Providing independent reading comprehension strategy practice through workstations. The Journal of Literacy Education, 2(1), 24-35.
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2019-10-01
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