出版社：Australian Institutes for Educational Research
摘要：This paper is concerned with exploring the microsystem of teachers’ experiences witheducation reform within the action research (AR) model for professional development(PD). Within the macrosystem of current major education reform in the UAE, it istimely to explore teachers’ experiences of AR as PD to improve pedagogy. The processof engaging in AR for PD is explored through a pragmatic lens, insisting on treatingresearch as a human experience based on the beliefs and actions of practitioners. Theparadigm of critical pragmatism acknowledges the interpretive cycle but at the same timedoes not limit the research methods which may be used. In this study, a survey has beenused to gather data. The study found that more individual support should be given toteachers during the AR process, that teachers should be allocated more in-school time towork on classroom-based research and that, where applicable, more academic researchmaterials need to be made available in languages other than English.
