Incorporating Action Research in Teacher Education Programs: Opportunities and Limitations

Genalyn P. Lualhati

doi:10.57260/csdj.2024.268446

Authors

Genalyn P. Lualhati College of Teacher Education, Batangas State University, The National Engineering University, JPLPC Malvar, Malvar, Batangas, Philippines

DOI:

https://doi.org/10.57260/csdj.2024.268446

Keywords:

Action research, Teacher education program, Opportunities and limitation, 21st Century education

Abstract

In the rapidly evolving landscape of 21^st century education, teacher preparation programs play a significant role in shaping the educators of tomorrow. This qualitative study aims to reveal both the opportunities and limitations of incorporating action research into experiential learning courses within teacher education programs. The researcher conducted a comprehensive thematic analysis to examine and categorize the participants' responses. Through in-depth interviews with 30 senior education students at Batangas State University, The National Engineering University, JPLPC Malvar, Batangas, Philippines, during the academic year 2021-2022, it was revealed that the opportunities arising from action research include enhanced teaching skills and pedagogy, problem-solving and reflective practice, collaborative learning and peer interaction, as well as professional growth and ethical awareness. Moreover, participants also encounter limitations, such as time constraints, resource accessibility, and ethical dilemmas. To address these challenges and capitalize on the opportunities, the study recommends strategies for improved time management, equitable resource access, and ethical training and support within teacher education programs. The study also suggests future research avenues, including longitudinal studies and comparative analyses, to further enhance action research's role in shaping the educators of the future.

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