Action research a tool to build capacity of teacher educators

Document Type

Article

Department

Institute for Educational Development, Karachi

Abstract

Action research under the domain of practitioner research is gaining popularity in the arena of research for improvement. Koshy (2005) has claimed that learning through action leads to personal and professional development. Identifying the importance of action research as a tool for improvement, Aga Khan University-Institute for Educational Development offered Action research course to two groups of teacher educators under Strengthening Teacher Education in Pakistan (STEP) project. These teacher educators belong to teacher education institutes of Sindh and Balochistan. The course was offered in two alternative groups. Cohort one, (i) face to face only, and cohort two (ii) face to face with support in the field. This paper reports the efficacy of the course in improving knowledge and understanding of the course participants about action research. The analysis also explored their experience and skills to implement action research in their institutes. Two assessment tools were administered as pre-post design to gauge participants’ knowledge and understanding and experience of using action research. The result shows significant increase (p < 0.01) in mean knowledge test scores as well as confidence in implementing action research in both the cohorts. However, the magnitude of this difference was comparatively bigger for participants of cohort face to face (f2f) with field support as compared to the participants of cohort receiving only face to face without any field support. In other words, field support seemed to have contributed positively in participant knowledge and reported skills of implementing action research.

Publication (Name of Journal)

Journal of Educational Research

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