Classroom-Based Action Research: Facilitating a Robust Model of Teacher Professionalism
DOI:
https://doi.org/10.31686/ijier.vol13.iss1.4250
Abstract views: 10
/ 
PDF downloads: 19
Keywords:
classroom-based action research, robust professionalism, professional standards, action research approachAbstract
This paper highlights facilitating a robust sustainable model of teacher professionalism in enhancing teaching practices and contributing to educational improvement through classroom-based action research. It provides a comprehensive exploration of classroom-based action research, examining its enhanced connotations and elucidating its profound significance for teacher professional development. Typical and practical examples of research conducted by teachers were used to illustrate how classroom-based action research informs and enhances teachers' practices. Additionally, it delves into the various types of action research approaches typically adopted by classroom teachers, offering real-world instances to exemplify the viable methodologies. The synthesis of teacher-driven, context-driven, and data-driven research activities underscores their pivotal role in enhancing teaching practices and fostering student learning.
Downloads
References
Avci, B. (2021). Research methodology in critical mathematics education. International Journal of Research & Method in Education, 44(2), 135-150. https://doi.org/10.1080/1743727X.2020.1728527 DOI: https://doi.org/10.1080/1743727X.2020.1728527
Betzig, C. K. S. (2021). Implementing project-based learning in high school algebra under the shadow of standardized testing. Journal of Teacher Action Research, 8(1), 56-70.
Bradbury-Huang, H. (2010) What Is Good Action Research? Why the Resurgent Interest? Action Research, 8, 93-109. http://dx.doi.org/10.1177/1476750310362435 DOI: https://doi.org/10.1177/1476750310362435
Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development. The Council of Chief State School Officers, Washington, DC. https://ccsso.org/resource-library/intasc-model-core-teaching-standards-and-learning-progressions-teachers-10
Council for the Accreditation of Educator Preparation (2022). The 2022 CAEP Advanced-Level Standards. Washington, DC. https://caepnet.org/standards/2022-adv
Forster, C. & Eperjesi, R. (2021). Action research for student teachers (2nd ed.). Sage, UK.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Aldine.
Johnston, O., Wildy, H., & Shand, J. (2023). A grounded theory about how teachers communicated high expectations to their secondary school students. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-023-00689-2 DOI: https://doi.org/10.1007/s10212-023-00689-2
McMillan, J. H. (2022). Educational research: Fundamental principles and methods (8th ed.). Pearson.
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Pearson.
National Board for Professional Teaching Standards (2024). Guide to National Board Certification, Version 4.5, 2024. National Board for Professional Teaching Standards.
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage. DOI: https://doi.org/10.4135/9781452275079
Skovsmose, O., & Borba, M. (2004). Research methodology and critical mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 207-226). Springer. DOI: https://doi.org/10.1007/1-4020-7914-1_17
Taber, K. S. (2013). Classroom-based research and evidence-based practice: An introduction. Sage. DOI: https://doi.org/10.4135/9781036208462
Stough, L. M., & Lee, S. (2021). Grounded theory approaches used in educational research journals. International Journal of Qualitative Methods, 20, 1-13. https://doi.org/10.1177/16094069211052203 DOI: https://doi.org/10.1177/16094069211052203
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Mingchu Luo, Nancy Albrecht, Qiting Liu
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
