The Impact of Conducting Practitioner Research Projects on Teachers’ Professional Growth

Hilton, Annette; Hilton, Geoff

doi:10.14221/ajte.2017v42n8.6

Cited by 32 publications

(18 citation statements)

References 19 publications

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“…The way the teachers made an assessment of their teaching and cared about their students' motivation and learning success demonstrated that they were implementing reflective teaching. Gore and Zeichner (1991), Leitch and Day (2000), Hilton and Hilton (2017), and Gutierez (2019) note that teachers can be addressed as being reflective if they examine, frame, and attempt to solve problems in their classroom. Being reflective through action research leads teachers to grow professionally.…”

Section: Sustainable Impacts On Pedagogical Competencementioning

confidence: 99%

The sustainable impacts of teacher action research on EFL teachers in Indonesia

Puspitasari

Widiati

Marhaban

et al. 2021

SiELE

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Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.

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Section: Sustainable Impacts On Pedagogical Competencementioning

confidence: 99%

The sustainable impacts of teacher action research on EFL teachers in Indonesia

Puspitasari

Widiati

Marhaban

et al. 2021

SiELE

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“…Coburn (2003) argues that sustaining change over time is key to deep and lasting change. Hilton and Hilton (2017) found that teacher research can result in long-term change for the teacher-researchers involved, leading to lasting changes in educational practice in their classrooms and in their school, for example by increased collaboration with colleagues, continuing use of data or continuing research activities. Concerning impact beyond the context of research, Gardner (2011) argues that educational research in general mostly does not have an immediate impact but may take many years because 'it needs to be interpreted and mediated in a variety of processes to accommodate different circumstances' (p. 559), both in educational practice and research.…”

Section: Progressmentioning

confidence: 99%

“…Searching for literature on the impact of practice-oriented educational research, we predominantly found studies on practice-oriented educational research conducted by teacher-researchers. These studies consistently emphasise impact on the teacherresearchers themselves (e.g., Henson 2001;Campbell and Jacques 2004;Snoek and Moens 2011;Bakx et al 2016;Hilton and Hilton 2017;Dunn, Hattie, and Bowles 2019). Impact on broader contexts in educational practice and research remains largely unknown.…”

Section: Introductionmentioning

confidence: 99%

Scope, nature and progress of impact in practice-oriented educational research: a conceptual and empirical substantiation

Groothuijsen

Bronkhorst

Prins

et al. 2021

Research Papers in Education

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Practice-oriented educational research is renowned for its impact, both in educational practice and research. Yet, existing studies on the impact of practice-oriented educational research reflect a proliferation of ideas on what impact is, can or should be. This study aims to contribute to an in-depth understanding by establishing a theoretically informed and empirically substantiated conceptualisation of the impact of practice-oriented educational research. Based on current literature, a tentative conceptualisation in the dimensions scope, nature and progress, representing the who, what and when of change, is proposed. The tenability and completeness of this conceptualisation is subsequently investigated in a qualitative empirical study. Based on interviews, individual reflections and small-group discussions, the impact of 10 purposefully selected practice-oriented studies in secondary STEM-education in the Netherlands is compared to the tentative conceptualisation of impact. This results in an empirical substantiation and extension of the tentative conceptualisation. The presented conceptualisation of impact of practice-oriented educational research in terms of scope, covering educational practice and research within the context of a study or beyond, nature, including conceptual, instrumental and symbolic change, and progress, comprising sustainability, timeframe, and stability of change, can facilitate and focus discussions, considerations and analyses of the impact of practice-oriented educational research.

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“…La implicación de las maestras y los maestros como investigadores tiene efectos positivos no solo en la mejora de la práctica, sino también en términos de crecimiento profesional (Taylor, 2017). La participación de las maestras y los maestros en actividades de investigación para la aplicación de los resultados en sus prácticas constituye una forma valiosa de desarrollo profesional, en la medida en que les permite evaluar su desempeño con base en evidencias, en el sentido de adoptar las estrategias más adecuadas a las especificidades del alumnado y de los diferentes contextos de enseñanza-aprendizaje (Hilton y Hilton, 2017). Además, contribuye a la afirmación y al refuerzo de la autonomía profesional del cuerpo docente, pues permite la toma de decisiones informadas y la rendición de cuentas con base en evidencias.…”

Section: Consideraciones Finalesunclassified

La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación

2019

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La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación Reis-Jorge, José; Ferreira, Marco; Olcina-Sempere, Gustau La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación Revista Educación, vol. 44, núm. 1, 2020 Universidad de Costa Rica, Costa Rica Disponible en: http://www.redalyc.org/articulo.oa?id=44060092038 DOI: https://doi.org/10.15517/revedu.v44i1.39044Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 3.0 Internacional.

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The Impact of Conducting Practitioner Research Projects on Teachers’ Professional Growth

Cited by 32 publications

References 19 publications

The sustainable impacts of teacher action research on EFL teachers in Indonesia

The sustainable impacts of teacher action research on EFL teachers in Indonesia

Scope, nature and progress of impact in practice-oriented educational research: a conceptual and empirical substantiation

La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación

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