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QIU Defeng, WANG Siyu, BAI Jie. Structure Model and Promotion Path of Action Research Ability of Primary and Secondary School Teachers[J]. Journal of Teacher Education.
Citation: QIU Defeng, WANG Siyu, BAI Jie. Structure Model and Promotion Path of Action Research Ability of Primary and Secondary School Teachers[J]. Journal of Teacher Education.
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Structure Model and Promotion Path of Action Research Ability of Primary and Secondary School Teachers

  • 1. Faculty of Teacher Education, Southwest University, Chongqing 400715, China;

  • 2. Education and Sports Bureau of Panlong District, Kunming 650051, China

More Information

  • MSC: G451

  • Action research is a preferred research method among primary and secondary school teachers. However,due to the lack of in-depth understanding of action research,teachers have encountered various challenges in the actual research process. Establishing a structural model for developing action research capabilities can help frontline teachers accurately grasp the essence of action research and truly understand what it is and how to conduct it. Based on research and analysis of relevant literature,combined with teaching practice,a “stepped-multifaceted” ability structure model has been extracted,with core competency elements such as “problem awareness,communication and collaboration skills,research skills,analytical and summarization skills,and reflection and improvement skills”. This model visualizes the action research ability of primary and secondary school teachers. Based on this model,the following pathways have been proposed to enhance teachers’ action research capabilities and promote their professional development:Creating a community that encourages teacher communication and collaboration skills,using the concept of “community” to enhance their participation abilities;Using research projects to drive teachers’ development of research skills by allowing them to learn through practical experience;Encouraging teachers to engage in continuous reflection throughout the entire research process,thereby stimulating their problem awareness and research consciousness;Emphasizing the importance of lifelong learning and improving one’s abilities through the cyclical process of “learning-action”.
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Structure Model and Promotion Path of Action Research Ability of Primary and Secondary School Teachers

Abstract: Action research is a preferred research method among primary and secondary school teachers. However,due to the lack of in-depth understanding of action research,teachers have encountered various challenges in the actual research process. Establishing a structural model for developing action research capabilities can help frontline teachers accurately grasp the essence of action research and truly understand what it is and how to conduct it. Based on research and analysis of relevant literature,combined with teaching practice,a “stepped-multifaceted” ability structure model has been extracted,with core competency elements such as “problem awareness,communication and collaboration skills,research skills,analytical and summarization skills,and reflection and improvement skills”. This model visualizes the action research ability of primary and secondary school teachers. Based on this model,the following pathways have been proposed to enhance teachers’ action research capabilities and promote their professional development:Creating a community that encourages teacher communication and collaboration skills,using the concept of “community” to enhance their participation abilities;Using research projects to drive teachers’ development of research skills by allowing them to learn through practical experience;Encouraging teachers to engage in continuous reflection throughout the entire research process,thereby stimulating their problem awareness and research consciousness;Emphasizing the importance of lifelong learning and improving one’s abilities through the cyclical process of “learning-action”.

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