Although action research enables teachers to take responsibility of their own professional development, teachers ascribe the role of researcher only to experts outside the classroom. Drawing on qualitative analysis of a teacher of English’s reflection journal and interviews as well as quantitative analysis of examinations taken by students, this study examines how action research can affect the teacher in terms of content knowledge, teaching practices, and beliefs and attitudes. The results suggest the popularization of action research among teachers by teacher training and development units showing the positive changes in the teacher’s performance leading to improved student learning.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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