Learning to write book reviews for publication: A collaborative action research study on student-teachers’ perceptions, motivation, and self-efficacy

System ◽  
2020 ◽  
Vol 95 ◽  
pp. 102371
Author(s):  
Darío Luis Banegas ◽  
María Soledad Loutayf ◽  
Susana Company ◽  
María José Alemán ◽  
Grisel Roberts
Keyword(s):  
Action Research ◽  
Student Teachers ◽  
Self Efficacy ◽  
Research Study ◽  
Collaborative Action Research ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
Action Research Study

scholarly journals Improving Nursing Care Documentation in Emergency Department: A Participatory Action Research Study in Iran

2018 ◽  
Vol 6 (8) ◽  
pp. 1527-1532 ◽  
Author(s):  
Seyed Majid Vafaei ◽  
Zahra Sadat Manzari ◽  
Abbas Heydari ◽  
Razieh Froutan ◽  
Leila Amiri Farahani
Keyword(s):  
Emergency Department ◽  
Action Research ◽  
Nursing Care ◽  
Medical Records ◽  
Research Study ◽  
Collaborative Action Research ◽  
Second Phase ◽  
Monitoring And Control ◽  
Action Research Study

BACKGROUND: Standardization of documentation has enabled the use of medical records as a primary tool for evaluating health care functions and obtaining appropriate credit points for medical centres. However, previous studies have shown that the quality of medical records in emergency departments is unsatisfactory.AIM: The aim of this study was improving the nursing care documentation in an emergency department, in Iran.MATERIAL AND METHODS: This collaborative action research study was carried out in two phases to improve nursing care documentation in cooperation with individuals involved in the process, from February 2015 to December 2017 in an affiliated academic hospital in Iran. The first phase featured virtual training, an educational workshop, and improvements to the hospital information system. The second phase involved the recruitment of human resources, the implementation of continuous codified training, the establishment of an appropriate reward and penalty system, and the review of patient education forms.RESULTS: The interventions improved nursing documentation quality score of 73.20%, which was the highest accreditation ranking provided by Iran’s Ministry of Health and Medical Education in 2017. In other words, this study caused a 32% improvement in the quality of nursing care documentation in the hospital.CONCLUSION: The appropriate practices for improving nursing care documentation are employee participation, managerial accountability, nurses’ adherence to documentation standards, improved leadership style, and continuous monitoring and control.

scholarly journals Prospective Teachers’ Perceptions of Science Theories: An Action Research Study

2013 ◽  
Vol 04 (01) ◽  
pp. 82-88 ◽  
Author(s):  
James P. Concannon ◽  
Patrick L. Brown ◽  
Erikka Brown
Keyword(s):  
Action Research ◽  
Prospective Teachers ◽  
Research Study ◽  
Teachers Perceptions ◽  
Action Research Study

Professional Development Landscapes

2017 ◽  
pp. 98-111
Author(s):  
Beril Yucel ◽  
Meral Güçeri
Keyword(s):  
Professional Development ◽  
Action Research ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
English Language Teachers

This chapter aims to present two action research case studies conducted in the English Language Schools of two universities in Turkey and discuss the long-term effects of this Professional Development activity on teachers' professional lives. In both of these studies, teachers were involved in collaborative action research. The first case study discusses a small scale collaborative Action Research project which targeted 16 English language teachers. Case Study Two, on the other hand, is a large scale project which explores 160 English language teachers' collaborative action research study. Detailed information about each case study is provided by highlighting the aims, institutional contexts, participant profiles, methodology used and findings. Teachers' perceptions about action research and the long-term impact of it on their professional growth are also discussed. Conclusion part highlights the factors that need to be taken into consideration while setting up collaborative action research projects in institutions. Finally, future research recommendations are made.

scholarly journals "Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children

2017 ◽  
Vol 19 (2) ◽  
pp. 33
Author(s):  
Gisela Wajskop
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Oral Language ◽  
Research Study ◽  
Collaborative Action Research ◽  
Childhood Education ◽  
Collaborative Action ◽  
Quality Program

This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project. 

scholarly journals Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea

2020 ◽  
Vol 4 (3-4) ◽  
pp. 139-156
Author(s):  
Khalid Mohammed Idris ◽  
Samson Eskender ◽  
Amanuel Yosief ◽  
Berhane Demoz ◽  
Kiflay Andemicael
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Student Teachers ◽  
Learning Community ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Collaborative Action Research ◽  
Initial Teacher Education ◽  
Collaborative Action ◽  
Self Study

Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.

scholarly journals Collaborative Action Research as a Tool for Teachers’ Professional Development: A Study in a Private Lebanese University

Hawliyat ◽  
2018 ◽  
Vol 17 ◽  
pp. 73-101
Author(s):  
Olga Fleonova ◽  
Giuseppe Tassone
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Development Strategy ◽  
Classroom Practice ◽  
Meaning Making ◽  
Collaborative Action Research ◽  
Require Time ◽  
Teachers Perceptions ◽  
Collaborative Action ◽  
Teachers Professional Development

Collaborative action research (CAR) is gaining currency as a teacher professional development strategy. This paper reports on the collaborative action research undertaken by two university teachers from different disciplines: a teacher of English and a teacher of Cultural Studies (CS) aiming to introduce a greater variety of activities in a predominantly lecture-based CS classroom and increase student involvement in class through the employment of active learning techniques. In addition to its main focus, the research brought to light the importance of taking into consideration such aspects peculiar to CAR as challenges of collaborative meaning-making, tensions arising in the process ofcollaboration, power relations between the researchers, and the pole of differing teachers ' perceptions. Observations, teacher diaries, transcripts of reflective dialogues of the Ovo researchers, and student questionnaires were used to document and analyse the classroom practice and the outcomes of the instructional changes. The research shows that professional development cannot be reduced to the use of new instructional techniques in class. Changes in instructional practices involve deeper changes in the teacher 's beliefs and teaching philosophy, and thus require time.

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