Action research in schools – an important factor in teachers’ professional development

An Integrated Research Course Sequence: Empowering Teacher Candidates to Become Researchers in their Classrooms

“…A more recent study by Vogrinc and Zuljan (2009) confirms Keating et al's (1998) conclusion about the importance of preparing teacher candidates to value teacher research. Specifically, Vogrinc's and Zuljan's study found that new teachers with up to 3 years of work experience are the most willing to engage in action research.…”

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

“…The influence of action‐research on professional development has been examined by several authors (e.g. Ponte et al ., ; Vogrinc & Zuljan, ) and it ranges from a focus on technical skills to the development of educational theory (Elliot, ). Action‐research is also linked with reflective practice (Schön, ) in initial teacher education and continuous professional development (CPD) programmes to stimulate professional growth (Van Loay & Goegebeur, ; Kitchen & Stevens, ).…”

Philippine Classroom Teachers as Researchers: Teachers’ Perceptions, Motivations, and Challenges

“…Much has been written about the importance of action research in teacher education (Hine, 2013;Hong & Lawrence, 2011;Young, Rapp, Murphy, 2010;Vogrinc & Zuljan, 2009;Hien, 2009) and its effect to quality classroom instruction (Mahani, 2012;O'Connor, Greene & Anderson, 2006). The belief that teachers are active participants towards the development of education shows that by knowing the problem in the classroom; and by taking an action regarding that problem, teachers become the catalysts for change and responsible agents for the improvement of their own classroom teaching and for uplifting students learning.…”