Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 13 no. 4 (2023)

Personally-Held Meaning of English-Specialized Secondary Master Teachers Towards Action Research

Dandie Somoson

Discipline: Education

 

Abstract:

This case study explored the personally- held meaning of English-specialized Secondary Master Teachers towards action research, examined their action research productivity, and analyzed the expectation and pressure to produce high-quality action research on their experiences and practices. It utilized a semi-structured interview, and transcripts were scrutinized using thematic analysis. The study found that teachers view action research as a transformative process that promotes reflective practice and self-awareness and strengthens their professional competence. However, the study also revealed that English- specialized Secondary Master Teachers face challenges in allocating time for action research due to their extensive teaching and non- teaching responsibilities. As regards external pressures and expectations, teachers emphasized the value of adopting a growth mindset and perceiving action research as an ongoing learning process. It is recommended that educational institutions and policymakers consider the time constraints faced by teachers and provide adequate support, resources, and professional development opportunities to enhance their engagement in action research.



References:

  1. Abrenica, J. T., & Cascolan, H. M. S. (2021). Impact of action research in education: Experiences and challenges faced by teachers. International Journal of Scientific and Management Research, 5(2).
  2. Akande, O. D. (2021). The Challenges of Implementing Action Research in a Divided Context: A Field Account. The Qualitative Report, 26(8),              2502-2520. https://doi.org/10.46743/2160- 3715/2021.4658
  3. ALARA. (2015). ALARA 9TH ACTION LEARNING ACTION RESEARCH AND 13TH PARTICIPATORY ACTION RESEARCH  WORLD  CONGRESS. The Canadian Journal of Action Research, 16(1) https://www.proquest.com/scholarly- journals/alara-9th-action-learning-research- 13th/docview/2822678140/se-2
  4. Andreas, P. (2000). Petunjuk Praktis Classroom Based Action Research. Semarang, Indonesia: Proyek Perluasan dan Peningkatan Mutu SLTP Kanwil Depdiknas Provinsi JawaTengah
  5. Antonio Jr, T. E. (2020). Master teachers' challenges in doing action research: A case study. Universal Journal of Educational Research, 8(7), 2990-2995.
  6. Anzaldo, G. D., & Cudiamat, M. A. (2019). Teachers’ perception in writing action research in a public elementary school in the Philippines. International Educational Research, 2(3), p15-p15.
  7. Bissonnette, J. D. & Caprino, K. (2014). A call to action research: action research as an
  8. Briones, L. (2022). DepEd strengthens research culture through Quality Control Checklist. https://www.deped.gov.ph/2022/04/20/deped-strengthens-research-culture-through- quality-control-checklist/
  9. Burns, A. (1999). Collaborative Action Research for English Language Teacher. London: Cambridge University Press.
  10. Burns, D. (2014). Systemic action research: Changing system dynamics to support sustainable change. Action Research, 12(1), 3-18.
  11. Carr, W. & Kemmis, S. (2010). Becoming Critical: Education, Knowledge, and Action Research. Victoria, Australia: Deakin University
  12. Cortes, S. T., & Reyes Jr, M. S. (2021). Challenges in conducting action research: Experiences from Biology teachers of a Province in Mindanao, Philippines. Journal Pendidikan Progresif, 11(2), 151-164.
  13. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
  14. De Beer, J. (2019). Cultural-Historical Activity Theory (CHAT) as a Practical Lens to Guide Classroom Action Research in the Biology Classroom. The American Biology Teacher, 81(6),     395. https://doi.org/10.1525/abt.2019.81.6.395
  15. Djaali (2004). Pengukuran dalam Bidang Pendidikan. Jakarta: Universitas Negeri Jakarta effective professional development model. Mid-Atlantic Education Review, 2(1), 11ñ22.
  16. Elliot, J. (1992). The Action Research Reader. Geolong Victoria: Deakin University
  17. Enerio, A. (2020). Master Teachers' Challenges in Doing Action Research: A Case Study. Universal Journal of Educational Research, 8(7), 2990-2995. https://doi.org/10.13189/ujer.2020.080727
  18. Makovec, D. (2018). The teacherís role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33ñ45.
  19. Mapa, D. S. (2017). Research culture in the Philippines. Presented during the National Academy     of Science and Technology, Philippines (NAST PHIL).
  20. Meesuk, P. (2016). Educational research. Bangkok, Thailand: Triple Education.
  21. Meesuk, P., Sramoon, B., & Wongrugsa, A. (2019). A development of learning management by using classroom action research-based instruction innovation for potential enhancing of researcher-teacher and children in Thailand early childhood development centre. Pathumthani, Thailand: Rajamangala University of Technology Thanyaburi.
  22. Morales, M. P. E., Edna Luz R. Abulon, Soriano, P. R., David, A. P., Ma. Victoria C. Hermosisima, & Gerundio, M. G. (2016). Examining teachers' conception of and needs on action research. Issues in Educational Research, 26(3),              464-489. https://www.proquest.com/scholarly- journals/examining-teachers-conception- needs-on-action/docview/2393115140/se-2
  23. Palmer, P. & Jacobson, E. (2009). Action Research: A New Style of Polities in Education. Boston: IRE.
  24. Petrovska, S., Sivevska, D., Popeska, B., & Runcheva, J. (2018). Mentoring in teaching profession. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 47ñ56.
  25. Ratnawati, N., & Idris. (2020). Improving student capability through research-based learning innovation in e-learning system. International Journal of Emerging Technologies in Learning, 15(4), 195ñ205.
  26. Rutherford, D. J., & Lovorn, C. (2018). Research- based program development: Refining the service model for a geographic alliance. Journal of Geography, 117(2), 88ñ98.
  27. Salcedo-Relucio, M. A. (2019). The dilemma in conducting an action research as a tool for professional development of the senior high school teachers. Southeast Asian Journal of Science and Technology, 4(1), 12-24.
  28. Stake, R. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sag

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic