Action research: promise and potential for improving teacher professional practice and the learning organisation

Lingam, Govinda I. (2012) Action research: promise and potential for improving teacher professional practice and the learning organisation. American International Journal of Contemporary Research, 2 (4). pp. 47-57. ISSN 2162-139X

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Abstract

Today 19s teachers, though pressed to perform better, are, paradoxically, given limited opportunities for professional upgrading. This paper reports on a study of a sample of teachers who completed the University of the South Pacific 19s primary degree program in the Bachelor of Education (In-service). Through a survey questionnaire the teachers were asked about their perceptions of an action research course that formed part of this upgrading program. The analysis indicates that they were satisfied with the coverage of the course and found the course useful in their professional work. On this basis, this study proposes an action research strategy teachers could employ to improve their practice, thus delivering higher quality educational service to their clients. Empirical evidence from the available literature supports this position; application of the rubrics of action research can make a difference in improving teachers 19 professional practice. The study points to the need for the inclusion of an action research based course in all teacher education programs and suggests a place for inquiry into the impact of other courses in such programmes on the teachers 19 world of work.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Arts, Law and Education (FALE) > School of Education
Depositing User:	Ms Shalni Sanjana
Date Deposited:	21 Aug 2013 23:19
Last Modified:	03 Aug 2016 02:49
URI:	https://repository.usp.ac.fj/id/eprint/6387

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