Action research in teachers' practice - OINZ1E049B

• Title: Action research in teachers' practice
• Guaranteed by: Katedra chemie a didaktiky chemie (41-KCHDCH)
• Faculty: Faculty of Education
• Actual: from 2023
• Semester: summer
• E-Credits: 4
• Examination process: summer s.:
• Hours per week, examination: summer s.:0/2, C [HT]
• Capacity: unknown / 0 (15)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Guarantor: doc. PhDr. Martin Rusek, Ph.D.
• Teacher(s): doc. PhDr. Martin Rusek, Ph.D.

Annotation

Last update: doc. PhDr. Martin Rusek, Ph.D. (01.11.2020)

The course for teacher students is focused on action research in practice. Students form research teams (including teacher students, a teacher and a teacher trainer/researcher). Together they identify a problem they will focus on, prepare a schedule consisting of particular research steps and results' presentation. Then they carry out the research. The course is intended for students who have already grown to appreciate the evidence-based approach in education and for students who want to develop their teaching self-improvement skills. The course is suitable to be connected with the master thesis in which the action research can constitute the core. Also cooperation with doctoral students at particular departments is also welcome.

Aim of the course

Last update: doc. PhDr. Martin Rusek, Ph.D. (08.01.2024)

The course's outcomes include the following steps:

1.     Understanding evidence-based practice: The goal is to enhance understanding and appreciation of evidence-based approaches in education, applying research findings to measurably improve teaching practices.

2.     Understanding action research: Students will gain a comprehensive understanding of action research methodologies and their application in educational settings.

3.     Team collaboration and leadership: Students develop the ability to work effectively in research teams, including collaborating with other teacher students, experienced teachers, and teacher trainers/researchers.

4.     Problem identification and analysis: Students learn to identify and analyze educational problems in real-world classroom settings, enhancing critical thinking skills.

5.     Research design and implementation: Students acquire skills in designing and implementing action research projects, including formulating research questions, preparing schedules, and executing research steps.

6.     Data collection and analysis: Gain proficiency in various data collection and analysis methods suitable for action research in education.

7.     Communication and presentation skills: Students develop skills in presenting research findings effectively, both orally and in written form.

8.     Self-improvement and reflective practice: Foster continuous self-improvement and reflective practice in teaching through the application of action research findings.

Literature

Last update: doc. PhDr. Martin Rusek, Ph.D. (08.01.2024)

• Atkins, L., & Wallace, S. (2012). Qualitative research in education. SAGE publications.
• Calhoun, E. F. (1993). Action Research: Three Approaches. Educational leadership, 51(2), 62-65.
• Maxwell, J. A. (2008). Designing a qualitative study. The SAGE handbook of applied social research methods, 2, 214-253.
• Noblit, G. W., Beach, D., Bueno, B., Fickel, L., Pillow, W., & Thapan, M. (2020). The Oxford Encyclopedia of Qualitative Research Methods in Education. Oxford University Press.
• Sagor, R. (2011). The action research guidebook: A four-stage process for educators and school teams. Corwin Press.
• Silverman, D. (Ed.). (2016). Qualitative research. sage.
• Particular national reports of the TIMSS, PISA, PIAAC, PIRLS projects.

Course completion requirements

Last update: doc. PhDr. Martin Rusek, Ph.D. (08.01.2024)

For successful completion of the course, planning, implementation, and reporting of the results of the conducted action research are required. It is recommended to carry it out in pairs or in a group. The final report is submitted in the form of a scientific article and presented to the course participants.

Learning resources

Last update: doc. PhDr. Martin Rusek, Ph.D. (13.01.2024)

The study support is available in the corresponding MS Teams course.