Teacher as Researcher: Teacher Action Research in Teacher Education

Teacher action research is in the emergent stages in Sudanese schools and needs to be well disseminated and actively supported from the Ministry of education. Although the teacher-as-researcher movement has been in existence for some twenty years, there is a reason to think that the majority if not all, of Sudanese class teachers remain uninvolved. What lies behind their reluctance? This paper looks at the complexities in the role of a teacher engaging in action research. This includes the need to explore further the principles and practice of action research. This study puts forward explanations in four main areas: teachers’ perception of action research; teachers' professional status, teachers' confidence, and teachers' difficulty engaging in action research. For this purpose a workshop was held and representatives from seven Universities and 25 school teachers participated in a thorough discussion and further investigation was carried out based on the workshop discussion. The data was analyzed statistically and the results showed that the Sudanese teachers have no idea about action research it is not part of their culture as well as the institutions culture. Teachers are reluctant to do an action research and that due to the lack of knowledge which was an important factor. Teachers are not certain about the adequacy of doing an action research. There are other factors such as time and the over load. Based on these findings recommendations are drawn, it is suggested that classroom teaching is an all-demanding and all-involving task which is excluding of an activity as exacting as research. However, it is argued that with appropriate support more teachers may become involved in an action research.

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Teacher Education as a Profession : In Search of Quality Teacher

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v1i2.185 ◽

2012 ◽

Vol 1 (2) ◽

Author(s):

Suharno Suharno

Keyword(s):

Teacher Education ◽

Action Research ◽

Key Words ◽

Teacher Development ◽

Clinical Supervision ◽

Reflective Teaching ◽

Quality Teachers ◽

Teacher As Researcher ◽

Education Profession

Abstract For the last 50 years educators have spent a great deal of energy and time to the debate over whether teaching can be classified as a profession.?é?á This paper aims to elaborate the issues of teacher education as a profession and the attempts of classifying characteristics of quality teachers. Teacher education itself is intended to improve the teacher?óÔé¼Ôäós skills and knowledge and there have been some approaches for the teacher development such as teacher-as-researcher, action research, clinical supervision, reflective teaching, etc. From the teacher education or development we can figure out some features of effective or quality teachers. ?é?á Key words: teacher education, profession, quality teacher, approach, research

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Repositioning Teacher Action Research in Science Teacher Education

Journal of Science Teacher Education ◽

10.1007/s10972-010-9219-7 ◽

2010 ◽

Vol 21 (8) ◽

pp. 909-915 ◽

Cited By ~ 20

Author(s):

Brenda M. Capobianco ◽

Allan Feldman

Keyword(s):

Teacher Education ◽

Action Research ◽

Science Teacher ◽

Science Teacher Education ◽

Teacher Action Research

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Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators

International Journal of Multicultural Education ◽

10.18251/ijme.v15i1.616 ◽

2013 ◽

Vol 15 (1) ◽

Author(s):

Marilee Coles-Ritchie

Keyword(s):

Teacher Education ◽

Action Research ◽

Funds Of Knowledge ◽

Action Plan ◽

Literature Circles ◽

Font Size ◽

Teacher Action Research ◽

School Practice ◽

Education Courses

<p class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="line-height: 115%; font-family: "Arial","sans-serif"; font-size: 10pt;">This study explores the process of implementing literature circles using ethnographies as the texts to better prepare teachers for multicultural/ multilingual teaching contexts. Data collected by the course instructor and two of the participants, using a Critical Teacher Action Research (CTAR) methodology, indicate that participants think critically, connect to the texts and others, and identify ways to enhance school practice based on the funds of knowledge described in the ethnographic works when participating in literature circles. The author provides the process of implementing literature circles in teacher education courses and provides an action plan for further practice.</span></p>

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Editorial

Relay Journal ◽

10.37237/relay/020201 ◽

2019 ◽

pp. 251-256

Keyword(s):

Professional Development ◽

Teacher Education ◽

Action Research ◽

Teacher Training ◽

Language Learners ◽

Learner Autonomy ◽

Service Professional ◽

Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

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