Action research as a sustainable endeavor for teachers: Does initial training lead to further action?

Abstract

Action research has been recognized as a necessary part of teacher preparation programs. It is assumed that with sufficient training in action research methodology, teachers will continue as action researchers to improve the quality of instruction in their classrooms. Expecting this benefit and outcome, a college in the Middle East requires students to complete one total semester of action research in the final year of their Bachelor of Education program, with students’ research conducted in schools during their assigned teaching practice. To examine whether graduates from the program continue to practice action research once they become teachers, telephone interviews were conducted. The findings were less than convincing that action research was later being utilized or applied by teachers, leading to recommendations for improvement. © 2009 SAGE Publications.

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