Using Action Research in Teachers’ Professional Development

by Osama Al-Mahdi
Bahrain Teachers College, University of Bahrain, P.O. Box 32038, Kingdom of Bahrain.

DOI: https://dx.doi.org/10.21013/97881940692251

Abstract

Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers’ knowledge, skills and values. There are various approaches and types of teachers’ professional development. This chapter begins by discussing the definition, characteristics and models of teachers professional development. Then it will outline some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Then it will focus on Action research as one of the widely used approaches in research and in teacher professional development. The chapter will conclude with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.

Keywords: Teacher professional development, capacity building, teachers’ training

This chapter is a part of: Contemporary Advances in Education | Edition (2019) (Eds. Sunil Sharma, FCS & Tian Chuanmao, PhD)

© 2020, CSMFL Publications & its authors.


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