Research article | Open Access
International Journal of Research in Teacher Education 2022, Vol. 13(3) 15-26
Action Research to Improve Educational Practices: Case Study to Explore to What Extent Action Research Could Improve Teaching Practices
pp. 15 - 26
Publish Date: September 26, 2022 | Single/Total View: 233/541 | Single/Total Download: 323/894
Abstract
Action research is now a requirement to ensure continuous professional development. In most urban countries, it is even required for licensure. Encouraging teachers to become researchers and investigate various issues in their classroom would develop their teaching strategies and inform them about the level of their students' understanding. This instrumental case study research explored the effects of action research on improving teachers' pedagogical skills in their classrooms. The study was conducted with two volunteer science teachers in a private high school in Abu Dhabi, and data was collected from open-ended questions, semi-structured interviews, and document analysis. Results supported previous findings of the importance of action research to develop teaching practices, in addition to the essential requirement to include action research performance as a central element in teacher evaluation and appraisal processes discussion and recommendations.
Keywords: Action research, Biology education
APA 7th edition
Sabri, S. (2022). Action Research to Improve Educational Practices: Case Study to Explore to What Extent Action Research Could Improve Teaching Practices. International Journal of Research in Teacher Education, 13(3), 15-26.
Harvard
Sabri, S. (2022). Action Research to Improve Educational Practices: Case Study to Explore to What Extent Action Research Could Improve Teaching Practices. International Journal of Research in Teacher Education, 13(3), pp. 15-26.
Chicago 16th edition
Sabri, Sura (2022). "Action Research to Improve Educational Practices: Case Study to Explore to What Extent Action Research Could Improve Teaching Practices". International Journal of Research in Teacher Education 13 (3):15-26.
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