Abstract :
This study aims to identify classroom teachers’ views on action research during in-service training. The participants of this study were four classroom teachers who were serving in two different primary schools located in the central district of the province of Sivas during the 2012-2013 fall semester, and who attended the action research regarding the implementation of the active learning model. Data were collected by means of semi-structured interviews, and analyzed by the descriptive method. As a result of this analysis, the pros and cons of action research, as defined by the participants of the study, were identified. As for the pros, class teachers stated that action research during in-service training contributed to combining theory and practice, professional development, systematic study and search, self-assessment and reflection, colleague interaction and cooperation, and creating a positive impact on other teachers. As for the cons, class teachers reported an increased workload, increased anxiety, and an interrupted work schedule. They recommended that more documents be provided to teachers, the working group be enlarged, the number of participants from the same school be increased, the work schedule be followed, and the Internet be used for increased interaction in order to boost the efficiency of action research.
NaturalLanguageKeyword :
Classroom Teachers , In , Service Training , Action Research
