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.
Inhaltsverzeichnis (Table of Contents)
- Volume-1
- Basic concepts of TVET context
- Topic-1: Introduction to research
- Topic-2: Understanding Concept of action Research
- Topic-3: Model, Approach and Process of Action Research
- Topic-4: Action research for TVET
- Topic-5: variables in TVET action research
- Topic-6: Thematic areas of action research in TVET (Ethiopian context)
- Basic concepts of TVET context
- Content of Part 01
- Topic-1: Introduction to research….....
- Topic-2: Understanding Concept of action Research..
- Topic-3: Model, Approach and Process of Action Research....
- Topic-4: Action research for TVET....
- Topic-5: variables in TVET action research...
- Topic-6: TThemes of TVET Action Research
- Topic-1
- Introduction to Research
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This handbook aims to guide TVET trainers in Ethiopia on conducting action research within the context of their work. It provides a comprehensive overview of action research, highlighting its benefits for TVET trainers, and offering practical guidance on implementing it in the Ethiopian TVET system.
- The importance of action research in TVET settings
- Steps and models for conducting action research
- Thematic areas for action research in the Ethiopian TVET context
- Specific variables related to trainees, trainers, colleges, and communities in TVET research
- The application of action research to enhance professional development and improve TVET practices
Zusammenfassung der Kapitel (Chapter Summaries)
- Topic-1: Introduction to Research: This chapter defines research, presents different classifications of research, and explores both purpose-based and approach-based classifications, providing an overview of the research landscape.
- Topic-2: Understanding Concept of action Research: This chapter delves into the definition and characteristics of action research, highlighting its suitability and key components. It also discusses the differences between action research and traditional research, outlining the limitations of action research.
- Topic-3: Model, Approach and Process of Action Research: This chapter explores the concept, approaches, and models of action research processes. It examines the cyclic nature of action research and outlines the steps involved in each cycle.
- Topic-4: Action research for TVET: This chapter specifically addresses the application of action research within the context of TVET. It examines educational action research, its application in classrooms, the relationship between action research and teaching, and various types of action research. It also explores the role of action research in professional development and outlines its goals within the educational context.
- Topic-5: variables in TVET action research: This chapter focuses on the variables that are relevant to action research within the TVET context. It explores variables related to trainees, trainers, colleges, and the community, providing a framework for understanding the specific elements that should be considered in TVET action research.
- Topic-6: Thematic areas of action research in TVET (Ethiopian context): This chapter examines thematic areas that are particularly relevant to action research in the Ethiopian TVET context, highlighting key areas for investigation and improvement.
Schlüsselwörter (Keywords)
Key terms and concepts explored in this handbook include action research, TVET, educational action research, TVET trainer development, research methodology, Ethiopian TVET system, professional development, trainee variables, trainer variables, college variables, community variables, thematic areas, and research implementation.
- Quote paper
- Mesay Akilu (Author), 2021, Action Research for TVET Trainers. Hand Book for Doing, Reviewing and Evaluating Action Research, Munich, GRIN Verlag, https://www.grin.com/document/1175829
