Secondary School Teachers’ Experiences of Using Action Research in Classroom Practices

Abstract

This qualitative study reports part of an intervention study that investigated
how four secondary school teachers enhanced their ability to participate in
a teacher-led professional learning through action research. Specifically,
this paper focuses on the secondary school teachers’ knowledge and ability
of engaging in action research to improve their pedagogical practices.
The most important finding indicated that in the course of intervention,
the teachers learned to carry out systematic action research as a form
of professional learning that impacted their classroom practices. While
the findings from this study cannot be generalized to other teachers and
school contexts, the experiences of the four teachers provide some insights
to other teachers and educational leaders on the use of action research.
Keywords: Classroom practices, collaborative action research, teachers’
inquiry cycle, student learning