Year: 2025
Type: article
Abstract: This paper highlights facilitating a robust sustainable model of teacher professionalism in enhancing teaching practices and contributing to educational improvement through classroom-based action research. It provides a comprehensive exploration of classroom-based action research, examining its enhanced connotations and elucidating its profound significance for teacher professional development. Typical and practical examples of research conducted by teachers were used to illustrate how classroom-based action research informs and enhances teachers' practices. Additionally, it delves into the various types of action research approaches typically adopted by classroom teachers, offering real-world instances to exemplify the viable methodologies. The synthesis of teacher-driven, context-driven, and data-driven research activities underscores their pivotal role in enhancing teaching practices and fostering student learning.
Authors: Mingchu Luo, Nancy Albrecht, Qiting Liu
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409367718