Publisher： Common Ground Publishing
E-ISSN： 1447-9540|18|1|565-574
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.18, Iss.1, 2011-01, pp. : 565-574
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
Abstract
This study aimed to find out the competency of pre-service teachers in doing action research.The teachers were asked to assess their own competencies across the three phases in the actionresearch process. The three phases include identifying a research problem, implementing theaction plan and analysing the data. Survey questionnaires were administered to 65 pre-serviceteachers. Findings showed that on the average pre-service teachers achieved below satisfactorylevel of knowledge (mean = 3.75, SD= .62) about the action research process. The correlationanalysis showed that the knowledge in these three phases are inter-related. This indicated that ifparticipants have insufficient knowledge in phase one of the research process they mayencounter difficulties in the subsequent phases. The findings have raised the implication that thecurrent action research curriculum for pre-service teachers is not meeting the intended learningobjectives. The curriculum seems to lack emphasis on linking theory to practice as well as onacquiring competency in developing teachers as researchers. These shortcomings may stand asobstacles to the policy makers’ aspirations in producing quality educators through teachereducation programmes. Hence the findings provide important information for policy makers tocontinuously improve the quality of teacher education curriculum.
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