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Embedding Action Research in Philippine Teacher Education

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Abstract

Action research as a form of systematic inquiry has always been used as a tool in improving contextualized educational practice. In the Philippines, the most recent teacher education curriculum specifies action research as the type of educational research to be taught in the education research course as identified in the teacher education program. This paper presents how action research is embedded in the teacher education program along with some accounts of the experiences of students who have recently completed the course on educational research. The students’ experiences were analysed based on the definition of action research as provided by the Department of Education. The four aspects include (1) action research as a systematic inquiry, (2) action research as a reflective inquiry, (c) action research as a tool for improving education practice, and (4) the operating unit of pre-service teachers’ developed action research action research. A tri-pillar model on teaching action research to pre-service teachers is forwarded based on both the agreed definition and the students’ accounts with emphasis on the limitations of actual teaching experience akin to pre-service teacher education.

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Author information

Authors and Affiliations

  1. University of San Carlos, Cebu City, Philippines

    Richard Jugar

  2. Cebu Technological University, Cebu City, Philippines

    Sylvester Cortes

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  1. Richard Jugar
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  2. Sylvester Cortes
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Correspondence to Sylvester Cortes .

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Editors and Affiliations

  1. Curtin University, Perth, WA, Australia

    Myint Swe Khine

  2. Shanghai Maritime University, Shanghai, China

    Yang Liu

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Jugar, R., Cortes, S. (2022). Embedding Action Research in Philippine Teacher Education. In: Khine, M.S., Liu, Y. (eds) Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-9785-2_35

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  • DOI: https://doi.org/10.1007/978-981-16-9785-2_35

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  • Online ISBN: 978-981-16-9785-2

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