Download Full PDF

Annami Jo

Seoul National University of Science and Technology, South Korea

 

Abstract

This qualitative exploratory case study of an MA TESOL practicum course employing Action Research (AR) and Reflective Practices (RP) investigated by the researcher as an outsider, details the issues practicum teachers face in the process of doing a collaborative Action Research. Through the exploration, the researcher identified issues that significantly affected the outcomes of teachers’ intervention plans yet was not identified and addressed for their AR projects. These issues included issues with collaboration such as expectations of collaboration, and teaching styles, skills, and experience, reflection and peer feedback, as well as length of AR. The exploration revealed that due to the shallow nature of teachers’ reflections, they were unable to recognize and address issues that fell beyond the immediate level. Therefore, based on existing literature and the research findings, the researcher made suggestions to aid facilitators, practicum teachers, and in-service teachers alike in addressing issues that fall beyond the immediate, easily identified level of issues teacher experience in the teaching practice. These suggestions include recommendations regarding collaboration, reflection and peer feedback, and the length of AR.

 

Keywords

Action Research, in-service teachers, interventions, MA TESOL, practicum, professional development, reflection, Reflective Practices, teacher-training