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Chapter 2
Review of Literature
researcher with support for this current study and these are arranged
thematically.
with a 6-month duration may receive not more than 30,000.00 per
research.
and field notes were used as data and eventually coded according to
One of the four participants attempted to conduct the research but missed
the connection to reflecting on his own teaching. The second did turn in a
report but did not engaged in authentic research activities. The third
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The author also highlighted the reasons why most of the student
the process.
The result also showed that those teachers were sharing their goals,
qualitative data analysis was employed. The result suggested that the
appropriate and a useful skill for student-teachers to learn. The study also
project of the pre-service teachers is one of the ways to identify the way
noted that teachers must approach their work from the perspective of
researcher.
following the observational period. The result showed that the participants
teaching.
uphold higher expectations for themselves and their students, and; (c)
keenly aware of teachers’ and students’ needs and abilities. The result
student learning.
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ways what action research was as seen by the participants. There were five
ways identified, these were; (1) action research as merely aiming to teach,
(2) action research as helping the weakest children, (3) action research as
for one’s own use, and (5) action research as evaluating children against
expectations.
research, the finding stated clearly that the research was empowering
teaching practice.
when the guidelines in the action research process taught were having
different guidelines.
Fazio and Melville (2008) explored the views and actions of four
study approach was used. From the iterative and reflective process, the
and students. The researcher used focus interviews using the instrument,
practices and student learning and also provided data on what a facilitator
(b) teamwork, goal-setting, and data analysis; (c) the resource of time; and
participants were surprised by the nature and extent of change that had
also found out that participants realized the necessity and responsibility
interviews, it was found out that teachers value changes in the reflective
master of natural science program for high school science teachers who
were ask to complete a one year action research study. One of the
objectives of the study was to figure out the ways in which the research
findings showed that the action research experience changed the teachers
the way the participants perceived their thinking and subsequent practice,
they learnt how to lead in a democratic and inclusive manner, and there
of teachers who are engaging in research. They noted that teachers in the
When the cohort voluntarily joined with other teachers interested in action
teachers applied the professional literature and used data to inform their
sessions, workshops and the final video product collected in the school-
reflection in practice. The action research and reflection had enabled the
was conducted with those having more than one year of teaching
experience. Surprisingly, it was found out that since there were a lot of
Majority of the responses from the participants for not conducting action
research was the lack of time. The author also added that teachers had a
effective teachers.
learning study approach. They sought answers on how can the teaching
what challenges do teachers face when they enter the research practice.
Themes that came out from the first question were choosing and
It is therefore vital that teachers should also learn the skills of the research
practice while making good use of experiences from the teaching practice.
focus group discussion and interview guide, and observation were used.
their lack of confidence in their capability and teachers find the entire
The reviewed literature and studies had provided insights for the
the review significant and relevant. The lived experiences in the conduct
that the experiences of teachers in doing research lies in the ways on how
the teachers understand and perceived the part of the action research
process.
Difficulty arises whenever the teachers were given so much task and
holds other non-teaching related task. With these notions, teachers get
burden on their part. With these notions, still teachers took the initiative
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school teachers. The researcher sought to find out the various experiences