Action Research: Teaching Improvement Method
Exploring the Relationship Between Teacher- Researcher and Improved Teaching Practices
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This study investigated the impact of the action research process on teachers and, in particular, it sought to explore the relationship between teacher-researcher and improved teaching practices.The participants consisted of nine teachers in various levels of their teaching career, from different areas of the United States. Eight of the teachers were examining research questions that were generated by specific phenomena in their classrooms. One teacher taught the action research process to five other teachers who consequently researched her phenomena.All nine of the teachers had improved teach...
This study investigated the impact of the action
research process on teachers and, in particular, it
sought to explore the relationship between teacher-
researcher and improved teaching practices.
The participants consisted of nine teachers in
various levels of their teaching career, from
different areas of the United States. Eight of the
teachers were examining research questions that were
generated by specific phenomena in their
classrooms. One teacher taught the action research
process to five other teachers who consequently
researched her phenomena.
All nine of the teachers had improved teaching
outcomes. As supported by the findings, one or more
of the following supportive figures were operative
agents throughout the research process:
administrators, principals, colleagues, students,
and intrinsic motivation.
Three factors were found critical to improved
teaching in the classroom: increased awareness of
teaching methodology, collegiality, and teacher's
feelings of efficacy. The investigation also showed
that student performance was enhanced as a result of
the improvement in teaching practice.
research process on teachers and, in particular, it
sought to explore the relationship between teacher-
researcher and improved teaching practices.
The participants consisted of nine teachers in
various levels of their teaching career, from
different areas of the United States. Eight of the
teachers were examining research questions that were
generated by specific phenomena in their
classrooms. One teacher taught the action research
process to five other teachers who consequently
researched her phenomena.
All nine of the teachers had improved teaching
outcomes. As supported by the findings, one or more
of the following supportive figures were operative
agents throughout the research process:
administrators, principals, colleagues, students,
and intrinsic motivation.
Three factors were found critical to improved
teaching in the classroom: increased awareness of
teaching methodology, collegiality, and teacher's
feelings of efficacy. The investigation also showed
that student performance was enhanced as a result of
the improvement in teaching practice.
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