A First-Timer's Impressions of Engaging in Action Research: A Case in Ethiopian Preservice Teacher Education

Degago, Adinew Tadesse

doi:10.1080/01626620.2007.10463441

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…Batool conveyed that she was ignorant of AR and that AR was a completely new learning area in her professional experience. Degago (2007) reported similar findings with Ethiopian pre-service teachers who were first time action researchers. The transformation was from not having any information about AR as reported from the pre-intervention to Batool being able to satisfactorily define its process and the objective of doing it.…”

Section: Challengessupporting

confidence: 63%

“…Teachers' struggling with the application of AR because of lack of research skills was reported by Christenson at al. (2002), Zeichner (2003), O'Connor, Greene and Anderson (2006), Degago (2007), Al-Hadhrami (2008). Zeichner (2003) communicated that although many teachers appreciated the intellectual gains from AR there were some challenging issues, such as logistics, research skills and school social relationship frustrations hampered the application of AR.…”

Section: Challengesmentioning

confidence: 99%

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Improving Interactive Teaching Strategies: Action Research with a Life Skills Teacher in Oman

Harthy¹,

Hussien

Harthy³

2014

IJES

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Considering Oman’s engagement in educational reforms that are aimed at improving the educational system to fit the needs and challenges of globalization and the current emphasis on the application of Interactive Teaching Methods (ITMs), this study sought to explore the experiences of Living Skills teachers in engaging in AR to improve Interactive Teaching Strategies (ITSs). It explores the experience of an Omani Life Skills teacher’s involvement in the participatory process of guided Action Research (AR) to improve her Interactive Teaching Strategies (ITSs). Focus is on how this involvement helped her improve her teaching as well as her views and understandings of Interactive Teaching Methods (ITMs). The findings indicate that the teacher was able to accomplish a good transformation of her understanding in some of Interactive Teaching principles and better application in her teaching while highlighting the barriers to the implementation of AR, such as lack of support, poor resources, and time constraints. These findings are hoped to contribute to efforts for developing better and focused teacher training methods for IT and AR support and implementation in Oman. Abstrak Memandangkan keterlibatan Oman dalam reformasi pendidikan yang bertujuan untuk menambahbaik sistem pendidikan supaya memenuhi keperluan dan cabaran globalisasi dan penekanan semasa terhadap aplikasi Kaedah Pengajaran Interaktif (ITM), maka kajian ini berusaha untuk meneroka pengalaman guru-guru Kemahiran Hidup mengaplikasi Kajian Tindakan (AR) untuk menambahbaik Strategi Pengajaran Interaktif (ITS). Kajian ini meneroka pengalaman seorang guru Kemahiran Hidup yang terlibat dalam proses penyertaan Kajian Tindakan berpandu bagi menambahbaik ITSnya. Fokus kajian tertumpu kepada bagaimana penglibatan ini membantu memperbaiki pengajarannya di samping pandangannya dan pemahamannya tentang ITM. Hasil kajian menunjukkan bahawa guru tersebut berjaya membuat transformasi dalam pemahamannya tentang beberapa prinsip Pengajaran Interaktif dan juga boleh mengaplikasinya dengan lebih baik. Sementara itu kajian dapat juga menjelaskan halangan-halangan dalam melaksanakan AR, seperti kekurangan sokongan, sumber, dan masa. Adalah diharapkan bahawa dapatan ini dapat menyumbang kepada usaha membangun kaedah melatih guru yang lebih baik dan lebih fokus untuk sokongan dan pelaksanaan IT dan AR di Oman.

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Section: Challengessupporting

confidence: 63%

Section: Challengesmentioning

confidence: 99%