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: 252  |  Number of Download: 220


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
  • Benton, J., & Wasko, J. (2000). Anything worthwhile takes time: Eight schools discuss impacts and impressions of doing action research. Retrieved October 10,    2010 from
  • http://www.oise.utoronto.ca/~ctd/networks/ioumal/Vol%203(1).2000april/Article3.html.
  • 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.
  • Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
  • 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
  • Burns, A. (2010). Doing action research for English language teachers. A guide for practitioners. New York: Routledge.
  • Burns, A., & Rochsantiningsih, D. (2006). Conducting Action Research in Indonesia: Illustrations and Implications. Indonesian Journal of English Language Teaching, 2(1), 21-35.
  • Cohen, L. & Manion, L. (1990). Research Methods in Education (3rd ed.). Routledge.
  • 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
  • Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344-351.
  • Elliott, J. (1991). Action research for educational change. Philadelphia: Open University Press.
  • Farrell, T. S. C. (2004). Reflectivepractice in action. Thousand Oaks, CA: Corwin Press.
  • 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
  • Finocchiaro, M. (1988). A Teacher Development: "Continuing Process". English Teaching Forum , 26 (3), 2-5.
  • Freeman, D. (1998). Doing Teacher Research: From Inquiry to Understanding. Boston: Heinle and Heinle
  • Goodson, I. F. (1992). Studying teachers’ lives. London: Routledge.
  • Guskey, Thomas. R. (2000). Evaluatingprofessional development. Thousand Oaks, CA: Corwin Press.
  • Guskey, T. R (2002). Does It Make a Difference? Evaluating Professional Development. Educational Leadership, 59(6), 45-51.
  • Hancock, R. (1997). Why are class teachers reluctant to become researchers? British Journal of In-service Education, 23(1), 85-99.
  • 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.
  • Kemmis, S. & McTaggart, R. (1992). The action researchplanner (3rd ed.). Victoria:
  • Deakin University Press.
  • 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
  • Lytle, S., & Cochran-Smith, Marilyn. (April 1989). Teacher researcher: Toward classifying the concept. Retrieved December 20, 2012 from
  • http://www.nwp.org/cs/public/download/nwp_file/11019/Teacher_Research.pdf?x-r=pcfile_d
  • 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
  • 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
  • McNiff, J. (1997). Action research: Principles and practice. Chatham, Kent: MacKays of Chatham.
  • Miles, M. B. & Huberman, M. A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
  • Mills, G. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Education.
  • 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
  • Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
  • 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
  • v06.pdf
  • 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.
  • Özer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 30, 89-100.
  • Pajares, F. (1992). Teachers Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-33.
  • Polemeni, A. J. (1976). Research and teacher power. Educational Leadership, 33(7), 493-497.
  • 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.
  • Qing, X. (2009) Reflective Teaching- An Effective Path for EFL Teacher’s Professional Development. Canadian Social Science, 5(2). 35-40
  • 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
  • http://www.tttiournal.co.uk/uploads/File/back articles/Towards Reflective Teaching.pdf
  • Richards, J. C. & Lockhart, C. (1994 ). Reflective teaching in Second Language Classrooms. New York: Cambridge University Press
  • Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. Cambridge: Cambridge University Press.
  • Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New york: Cambridge University Press.
  • Rokeach, Milton. (1968). Beliefs, attitudes, and values: A theory of organization and change. San Francisco: Jossey-Bass.
  • 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.
  • Sax, C. & Fisher, D. (2001). Using qualitative action research to effect change: Implications for professional education. Teacher Education Quarterly, 28 (2), 71-80.
  • Snider, V. E. & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44(8), 873-885
  • 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.
  • 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.
  • 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.
  • 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
  • Twamley-Cooper, S. M. (2009). Action Research andIts Effects on Teacher Efficacy: A MixedMethods Case Study (Doctoral dissertation, Baylor University, Texas.
  • Underhill, A. (1995). Self andPeer Assessment. London: Heinemann.
  • 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.
  • Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
  • 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.
  • Woods, D. 1996. Teacher Cognition in Language Learning. Cambridge: Cambridge University Press.
  • 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.
  • 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.
  • 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.