Abstract
Background: In 2005, the North Zone Clusters of Schools made action research their niche development project with the aim of equipping the teachers with conceptual understanding and skills in conducting action research. Training workshops were mounted in seven centres. This is the first time action research is promoted en mass among Singapore as a form of professional up-grading. After the workshops, teachers were encouraged to conduct their own action research projects. More than 70 such projects were selected for presentation at the North Zone Action Research Symposium held in November 2005. The proceedings were published as Celebrating Learning through Action Research.
Aims or focus of discussion: This paper aims to describe the process of conducting the workshops, including the approach chosen, the examples used, and the principles of measuring the outcomes, and the techniques of data analysis. The paper highlights the common administrative concerns and the conceptual and methodological needs of teachers in the context of action research (as contrasted with academic research).
Arguments/comments/suggestions: The writer believes that such a concerted effort in promoting action research is worthy of documentation. The information of the experiences and the problems encountered are useful to alert other action research trainers in planning and preparing.
Conclusion: Teachers need to be equipped with the conceptual understanding and methodological skills in conducting action research. There are some “blind spots” needing attention.
| Keywords: | action research; in-service training; teaching effectiveness |
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