Action Research for TVET Trainers. Hand Book for Doing, Reviewing and Evaluating Action Research

Seminar paper from the year 2021 in the subject Didactics - Common Didactics, Educational Objectives, Methods, , language: English, abstract: Action research in education can be defined as the process of studying a school situation to understand and improve the quality of the educative process. It provides practitioners with new knowledge and understanding about how to improve educational practices or resolve significant problems in classrooms and schools.This time, action research is an attractive option for teacher researchers, school administrative staff, and other stakeholders in the teaching and learning environment to consider. Particularly, action research allows TVET trainers to learn through their actions with the purpose of developing personally or professionally. Properly designed and implemented action research has a number of benefits for TVET trainers. According to Hensen, action research (a) helps trainers develop new knowledge directly related to their classrooms, (b) promotes reflective teaching and training thinking, (c) expands trainers pedagogical repertoire, (d) puts trainers in charge of their craft, (e) reinforces the link between practice and trainees achievement, (f) fosters an openness toward new ideas and learning new things, and (g) gives trainers ownership of effective practices. Moreover, action research workshops can be used to replace traditional, ineffective trainer¿s in-service capacity building training as a means for professional development activities. Making action research in the context of the respective college is one of the challenges that can be observed. Even though, the majority of trainers at this time have different research concept, but making their concept contextualize to the context of work is challenging. Some trainers are not familiar with the problems in their TVET College which need solution through action research. This may be not only due to his/her limited knowledge of research processes or his/her unpreparedness for identifying the problem, but also lack of TVET contextual action research manuals and guidelines. Therefore, providing teachers with the necessary skills, knowledge, and focus to engage in meaningful inquiry about their professional practice will enhance this practice, and effect positive changes concerning the technical, vocational, educational and training goals of the learning community.