Изследователски проект на ЕК Академия за учители „School Education Gateway“ и инициативата на ЕК eTwinning, за 50 училища в ЕС.

Изследователският проект Teachers as Researchers: Improving Classroom Practice  има за цел да насърчи интегрирането на метода Action research в професионалната практика на учителите. Това научно изследване е апробирано в СПГ‘‘ Княгиня Евдокия‘‘, София, и валидирано по проект Еразъм +  KA1 Project No. 2022-1-BE02-KA121-ADU-000052869, с координатор The National Agency for Flanders EPOS,‘‘ Practitioner research and professional learning‘‘ KA1 – Practitioner’s enquiry & PLC (instructure.com)  – линк към образователната платформа

‘’We would like to invite you to explore the practice of data based decision making and the PLC protocols. Thanks for your input and collaboration! @Svetla Mavrodieva Thanks again for sharing your expertise in action research and regards to your colleagues! ‘’

 Many teachers practice personal reflection on teaching almost daily, while few conduct formal empirical studies on teaching and learning. Classroom Action Research is more systematic than personal reflection, but it is more personal than formal educational research.

Action research is a powerful form of teacher-driven professional development and makes change manageable as it has the potential to greatly enhance both teacher professional development and school improvement initiatives.

The four main types of action research design settings are individual research, collaborative research, school-wide research and district-wide research.

Regardless of the type of the action research design setting you will use, the action research process is always the same

The research diary contains information about you as teacher and researcher, what you do, and the process of research.

Selecting the focus of the action research, the first step in the process, is vitally important, and requires a period of reflection. The focus of your research should be meaningful, compelling, and important to you as a teacher-researcher. It should engage your passion, energy, and commitment.

The second step involves gathering information about the topic we are investigating.
It  involves investigating existing data sources via academic journals, but also “less academic” sources, such as teachers’ manuals, blogs, social media, conversation with colleagues, etc.
It will also help you draft the research question, meaning a clear concise question that provides a description of the issue(s) that need(s) to be addressed.

After selecting a focus for your action research project, the next step is to draft your specific research question. The research question is the question you want an answer to in order to improve your practice. 

The research question also provides the guiding structure for the action research project itself and defines the data you will collect and analyse.

There is no universal set of criteria for a good research question.

In action research, the data used to justify the actions the teachers take should be valid (meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data.

Defining a timeline for your action research is a very important part of your project. It basically shows the chronological order of events that you plan to implement.

Most educator-researchers who engage in research projects in schools and classrooms utilize qualitative methodologies to describe what is happening and to understand the effects of some educational intervention, or they use mixed methods that incorporate both qualitative and quantitative analysis.

                      Interviews: Interviews are one-on-one or small group question and answer sessions which can provide crucial insights on the topic you are focusing on and the impact of your intervention.

Observations: Observations involve taking organized notes in your research diary about occurrences in your classroom. These notes must be descriptive.

Surveys/Questionnaires: Combined with other data collection strategies, surveys or questionnaires are instruments used for collecting data in action research projects. There are different online tools that you can use to create your survey. Some popular programs that allow you to create online surveys are Google Forms, Microsoft Forms and Poll Everywhere.

The use of different data collection methods to address a research question can help you develop a comprehensive understanding of phenomena you are studying, that’s why qualitative researchers typically gather multiple forms of data, such as interviews, observations, rather than rely on a single data source.

Please, find attached files below:

1.      Action_Research_presentation_Svetla_Mavrodieva Action Research_presentation_Svetla Mavrodieva (1)

2.      Представяне нa проекта пред ЕК, 12 май, 2022 г. , Светла Мавродиева https://www.youtube.com/watch?v=vzLSOCNxI7k&t=387s





Skip to content