TEACHER AND CLASSROOM ACTION RESEARCH
DOI:
https://doi.org/10.59417/nir.2013.4.17Keywords:
action research, teacher, researchAbstract
The role of an elementary or high school teacher as a professional educator, tutor, educational specialist and a human being, faces several challenges and obstacles every day throughout his or her career. With the appearance of new knowledge and technology, teachers have to face more and more difficult challenges in their everyday work, as they are expected to keep themselves up-to-date, be versatile and have high confidence in themselves and their professional working skills. As science and technology develop, students are becoming increasingly more curious, not only in the field of their school subjects, but also in all other areas, especially technology and science, as well as life in general.
This progress demands teachers to develop as well and keep themselves up-to-date which means that their teaching methods are required to be contemporary and their attitude towards their work is not to become monotono- us and outdated. In order for teachers to make sure that their professional working skills are up-to-date, they can apply several methods of self-evaluation and development. A very effective way is by using action research.
The goal of this paper is to explain the term and significance of classroom action research for teachers, its levels and ways of conducting it. Using several examples, this paper will demonstrate which benefits teachers can gain from action research and how it can help teachers develop and improve their professional working practices and assign them the role of a student.
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