Doing Action Research: The Experience of Teachers in Seychelles

Abstract

Action research is regarded as a dynamic strategy to galvanise teachers to determine what works best for them and their pupils. Teachers’ experience in action research has been investigated in some developing countries without involving any of the small island states in the Indian Ocean. Hence, this study explored the experience of teachers from Seychelles regarding action research focusing on their understanding of the nature, meaning, and purpose of action research; the benefits they gained from doing action research; the difficulties and the challenges they encountered while conducting action research, including their background characteristics. Its aim was to identify their successes, concerns, and issues. Participants were 33 primary school teachers enrolled in the two-year Advanced Diploma programme at the Seychelles Institute of Education during the 2019/2020 academic year. One of their assessment tasks required them to identify a difficulty that their pupils encounter and conduct action research on it with a view to finding a solution. Data collected using a self-reporting questionnaire designed by the investigators was analysed using both descriptive and interpretive techniques. Results indicated that the participants had a mixed experience of successes, concerns, and issues.

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“…Therefore Black (2021) and Ulla (2018) assert that action research will always remain effective because of its relevance to practitioners (teachers). By reflecting on their actions and experiences, teachers discover what works best for them thus improving their practices (Anyanwu & Jules, 2022;Myers, 2019;Norasmah et al, 2016;Dehghan & Sahragard, 2015).…”

“…will discover what works best for them thus improving their practices (Anyanwu & Jules, 2022;Myers, 2019;Norasmah et al, 2016;Dehghan & Sahragard, 2015).…”