Abstract
Action Research (AR) has shown a significant contribution toward improving teacher practice. Challenges in its conduct have led to teachers' struggle in completing such projects. Professional Learning Communities (PLC) had created an improvement in participatory transformation in teaching through collaborative learner-centered solution-making. Thus, the Action Research Professional Learning Community named “SAHA” was formed to address the gap. Teacher-members in Catanduanes National High School (N=15) participated in the blended sessions (synchronous and asynchronous) to improve their capacities in conducting Action Research (AR). The framework for training AR employed the Plan-Do-Study-Act (PDSA) model and a descriptive mixed-method approach was used. ARPLC members' experiences culled from interviews, focus group discussions, open-ended questionnaires, and journal logs were thematically analyzed. The Perception on Action Research Questionnaire (PARQ) was used to measure AR competence at the end of the training. The ARPLC experience showed positive effects on the teachers’ attitude and understanding of AR as depicted in their improved collaboration and reflective thinking skills.
Author Information
Jorge Victor M. Sales, De La Salle University-Manila, Philippines
Maricar S. Prudente, De La Salle University-Manila, Philippines
Socorro Aguja, De La Salle University-Araneta, Philippines
Paper Information
Conference: ACE2022
Stream: Teaching Experiences
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Sales J., Prudente M., & Aguja S. (2023) Blended Professional Learning Community Sessions on Action Research ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings (pp. 1095-1109) https://doi.org/10.22492/issn.2186-5892.2023.84
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.84
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