PEN Academic Publishing   |  ISSN: 1308 - 9501

International Journal of Educational Researchers 2014, Vol. 5(2) 30-46

Professional Development Journey Through Action Research: A Case of A Primary School Teacher In An EFL Context

Saadet KORUCU KIS

pp. 30 - 46   |  Manu. Number: ijers.2014.005

Published online: July 01, 2014  |   Number of Views: 254  |  Number of Download: 275


Abstract

Although action research enables teachers to take responsibility of their own professional development, teachers ascribe the role of researcher only to experts outside the classroom. Drawing on qualitative analysis of a teacher of English’s reflection journal and interviews as well as quantitative analysis of examinations taken by students, this study examines how action research can affect the teacher in terms of content knowledge, teaching practices, and beliefs and attitudes. The results suggest the popularization of action research among teachers by teacher training and development units showing the positive changes in the teacher’s performance leading to improved student learning. 

Keywords: Action research, professional development, teacher of English


How to Cite this Article?

APA 6th edition
KIS, .K. (2014). Professional Development Journey Through Action Research: A Case of A Primary School Teacher In An EFL Context. International Journal of Educational Researchers , 5(2), 30-46.

Harvard
KIS, . (2014). Professional Development Journey Through Action Research: A Case of A Primary School Teacher In An EFL Context. International Journal of Educational Researchers , 5(2), pp. 30-46.

Chicago 16th edition
KIS, Saadet KORUCU (2014). "Professional Development Journey Through Action Research: A Case of A Primary School Teacher In An EFL Context". International Journal of Educational Researchers 5 (2):30-46.

References
  1. Benton, J., & Wasko, J. (2000). Anything worthwhile takes time: Eight schools discuss impacts and impressions of doing action research. Retrieved October 10,    2010 from [Google Scholar]
  2. http://www.oise.utoronto.ca/~ctd/networks/ioumal/Vol%203(1).2000april/Article3.html. [Google Scholar]
  3. Bingimlas, K. & Hanrahan, M. (2010). The relationship between teachers’ beliefs and their practice: How the literature can inform science education reformers and researchers. In M. F. Taşar & G. Çakmakçı (Eds.). Contemporary Science Education Research: International Perspectives (pp.415-422). Ankara: Pegem Akademi. [Google Scholar]
  4. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. [Google Scholar]
  5. Burns, A. (2000). Action Research and Applied Research: What are the relationships. Retrieved December 23, 2010, from http://language.hvper.chubu.actionresearch.ip/ialt/pub/tlt/Q0/iul/burns.html [Google Scholar]
  6. Burns, A. (2010). Doing action research for English language teachers. A guide for practitioners. New York: Routledge. [Google Scholar]
  7. Burns, A., & Rochsantiningsih, D. (2006). Conducting Action Research in Indonesia: Illustrations and Implications. Indonesian Journal of English Language Teaching, 2(1), 21-35. [Google Scholar]
  8. Cohen, L. & Manion, L. (1990). Research Methods in Education (3rd ed.). Routledge. [Google Scholar]
  9. Chou, C. (2010). Investigating the effects of incorporating collaborative action research into an in-service teacher training program. Procedia-Social and Behavioral Sciences, 2(2), 2728-2734. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042810004441 [Google Scholar]
  10. Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351. [Google Scholar]
  11. Elliott, J. (1991). Action research for educational change. Philadelphia: Open University Press. [Google Scholar]
  12. Farrell, T. S. C. (2004). Reflectivepractice in action. Thousand Oaks, CA: Corwin Press. [Google Scholar]
  13. Ferrance, E. (2000). Themes in Education: Action Research. Retrieved September 23, 2009 from www.alliance.brown.edu/pubs/themes ed/act research.pdf. Accessed on 2009/09/23 [Google Scholar]
  14. Finocchiaro, M. (1988). A Teacher Development: "Continuing Process". English Teaching Forum , 26 (3), 2-5. [Google Scholar]
  15. Freeman, D. (1998). Doing Teacher Research: From Inquiry to Understanding. Boston: Heinle and Heinle [Google Scholar]
  16. Goodson, I. F. (1992). Studying teachers’ lives. London: Routledge. [Google Scholar]
  17. Guskey, Thomas. R. (2000). Evaluatingprofessional development. Thousand Oaks, CA: Corwin Press. [Google Scholar]
  18. Guskey, T. R (2002). Does It Make a Difference? Evaluating Professional Development. Educational Leadership, 59(6), 45-51. [Google Scholar]
  19. Hancock, R. (1997). Why are class teachers reluctant to become researchers? British Journal of In-service Education, 23(1), 85-99. [Google Scholar]
  20. Pinder, H. & Turnbull, M. (2003, September) Teacher professional development: a portfolio approach. Paper presented at the British Educational Research Association Annual Conference, Heriot Watt Universtiy, Edinburgh. [Google Scholar]
  21. Kemmis, S. & McTaggart, R. (1992). The action researchplanner (3rd ed.). Victoria: [Google Scholar]
  22. Deakin University Press. [Google Scholar]
  23. Kennedy, M. (1998). Form and substance in inservice teacher education (Research Monograph No. 13). Madison, WI: University of Wisconsin-Madison, National Institute of Science Education. Retrieved November 18, 2011, from http://tinyurl.com/6quidf [Google Scholar]
  24. Lytle, S., & Cochran-Smith, Marilyn. (April 1989). Teacher researcher: Toward classifying the concept. Retrieved December 20, 2012 from [Google Scholar]
  25. http://www.nwp.org/cs/public/download/nwp_file/11019/Teacher_Research.pdf?x-r=pcfile_d [Google Scholar]
  26. Mansour, N. (2008). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25-48.Retrieved from http://www.iiese.com/IJESE v4n1 Mansour.pdf [Google Scholar]
  27. Marcelo, C. (2009). Professional Development of Teachers: past and future. Sisifo. Educational Sciences Journal, 8, 5-20 Retrieved from http://sisifo.fpce.ul.pt/pdfs/S8 ENG CarlosMarcelo%20(1).pdf [Google Scholar]
  28. McNiff, J. (1997). Action research: Principles and practice. Chatham, Kent: MacKays of Chatham. [Google Scholar]
  29. Miles, M. B. & Huberman, M. A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage. [Google Scholar]
  30. Mills, G. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Education. [Google Scholar]
  31. Nunan, D. (n.d.) Empowering Teachers Through Classroom Research. Retrieved January 3, 2013 from http://www.culi.chula.ac.th/e-Journal/bod/David%20Nunan.pdf [Google Scholar]
  32. Nunan, D. (1992). Research methods in language learning. Cambridge University Press. [Google Scholar]
  33. Nunan, D. (2006). Action Research and Professional Growth. Paper presented at the The 1st JALT Joint Tokyo Conference: Action Research - Influencing Classroom Practice. Tokyo, Japan. Retrieved From: http://moodle.stoa.usp.br/file.php/1292/NUNAN actionResearchAndProfessionalGrowth ShantouNo [Google Scholar]
  34. v06.pdf [Google Scholar]
  35. O’Connor, K. A., Greene, H. C. & Anderson, P. J. (2006, April). Action Research: A Tool for Improving Teacher Quality and Classroom Practice. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco. [Google Scholar]
  36. Özer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30, 89-100. [Google Scholar]
  37. Pajares, F. (1992). Teachers Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-33. [Google Scholar]
  38. Polemeni, A. J. (1976). Research and teacher power. Educational Leadership, 33(7), 493-497. [Google Scholar]
  39. Ponte, P., Ax, J., Beijaard, D., & Wubbels, T. (2004). Teachers’ development of professional knowledge through action research and the facilitation of this by teachers educators. Teaching and Teacher Education. 20(6),571-588. [Google Scholar]
  40. Qing, X. (2009) Reflective Teaching- An Effective Path for EFL Teacher’s Professional Development. Canadian Social Science, 5(2). 35-40 [Google Scholar]
  41. Richards, J. (1991). Towards reflective teaching. The teacher Trainer: A Practical Journal for those who Train, Mentor, andEducate TESOL teachers, 5 (3), 4-8. Retrieved from [Google Scholar]
  42. http://www.tttiournal.co.uk/uploads/File/back articles/Towards Reflective Teaching.pdf [Google Scholar]
  43. Richards, J. C. & Lockhart, C. (1994 ). Reflective teaching in Second Language Classrooms. New York: Cambridge University Press [Google Scholar]
  44. Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge: Cambridge University Press. [Google Scholar]
  45. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New york: Cambridge University Press. [Google Scholar]
  46. Rokeach, Milton. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass. [Google Scholar]
  47. Rudduck, J. (1987) Teacher Research, Action Research, Teacher Inquiry: What’s in a Name. In J. Rudduck., D. Hopkins, J. Sanger, & P. Lincoln, Collaborative Inquiry and Information Skills. British Library Research Paper 16, Boston Spa, British Library. [Google Scholar]
  48. Sax, C. & Fisher, D. (2001). Using qualitative action research to effect change: Implications for professional education. Teacher Education Quarterly, 28 (2), 71-80. [Google Scholar]
  49. Snider, V. E. & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44(8), 873-885 [Google Scholar]
  50. Somekh, B. (1993). Quality in education research - the contribution of classroom teachers. In Edge, J. & Richards, K. (Eds.), Teachers Develop Teachers Research: Papers on Classroom Research and Teacher Development (pp.26-38). Oxford: Heinemann. [Google Scholar]
  51. Somekh, B. (1995). The Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology. British EducationalResearch Journal, 21(3), 339-355. [Google Scholar]
  52. Sparks, D. & LoucksHorsley, S. (1990). Models of Staff Development. In R. W. Houston, M. Haberman, J. P. Sikula & Association of Teacher Educators (Eds.), Handbook of Research on Teacher Education. (pp. 234-251). New York: McMillan Pub. [Google Scholar]
  53. Standen, R. P. (2002). The interplay between teachers' beliefs andpractices in a multi-age primary school. (Doctoral dissertation, Griffith University, Australia. Retrieved from http://www4.gu.edu.au:8080/adt- root/uploads/approved/adt-QGU20030730.102127/public/02Whole.pdf [Google Scholar]
  54. Twamley-Cooper, S. M. (2009). Action Research andIts Effects on Teacher Efficacy: A MixedMethods Case Study (Doctoral dissertation, Baylor University, Texas. [Google Scholar]
  55. Underhill, A. (1995). Self andPeer Assessment. London: Heinemann. [Google Scholar]
  56. Uysal, H. H. (2012). Evaluation of an In-service Training Program for Primary-school Language Teachers in Turkey, Australian Journal of Teacher Education, 37(7), 14-29. [Google Scholar]
  57. Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press. [Google Scholar]
  58. Wilson, S., Shulman M., Lee. S. & Richert, A. E. (1987). “150 different ways” of knowing: Representations of knowledge in teaching. In James Calderhead (Ed.), Exploring teachers’ thinking. (pp. 104-124) London: Cassell. [Google Scholar]
  59. Woods, D. 1996. Teacher Cognition in Language Learning. Cambridge: Cambridge University Press. [Google Scholar]
  60. Yoon, K., Park, Y., & Hong, S. Y. (April, 1999). Elementary teachers’ perceptions of action research in Korea. Paper presented at the Annual Meeting of the Comparative and International Education Society, Toronto, Canada. [Google Scholar]
  61. Young, M. R., Rapp, E., & Murphy, J. W. (2010). Action research: Enhancing classroom practice and fulfilling educational responsibilities. Journal of Instructional Pedagogies, 3(1), 1-10. [Google Scholar]
  62. Zembylas, M. (2005). Beyond teacher cognition and teacher beliefs: The value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465-487. [Google Scholar]