2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools
| Format: | General Document |
|---|
| _version_ | 1860798125770276864 |
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| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-09-04 |
| format | General Document |
| id | 16047 |
| institution | UniSZA |
| originalfilename | THE IMPLEMENTATION OF ACTION RESEARCH BY ITE PRE SERVICE TESL TRAINEE TEACHERS_ A CASE STUDY IN MALAYSIAN SCHOOLS (PHD_2022).pdf |
| person | Mohd Zaki Bin Mohd Amin |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16047 |
| sourcemedia | Server storage Scanned document |
| spelling | 16047 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16047 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 401 THE IMPLEMENTATION OF ACTION RESEARCH BY ITE PRE SERVICE TESL TRAINEE TEACHERS_ A CASE STUDY IN MALAYSIAN SCHOOLS (PHD_2022).pdf 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools Mohd Zaki Bin Mohd Amin 2022-09-04 TESL (Teaching English as a Second Language)—Teacher education Action research in TESL training TESL trainee teachers and classroom research English teaching practicum in Malaysian schools At the Institute of Teacher Education in Malaysia, action research serves as one of the tools for reflective practice to bridge the gap between educational theories and the actual pedagogical practice within the four walls of the classroom. However, not much is documented on the implementation of action research in the Institute of Teacher Education in Malaysia. The purpose of this study was to explore and explain the pre service TESL trainee teachers’ implementation of action research to solve language learning problems within the framework of the Institute of Teacher Education. This study also explored the benefits the trainee teachers gained and the problems they faced in implementing action research. This multicase-multisite case study involved nine (TESL) trainee teachers and six action research supervisors from the Institute of Teacher Education Sultan Mizan, Dato’ Razali Ismail and Kota Baru Campus. The data were collected through an open-ended questionnaire, semi-structured interviews and document analysis. The trainee teachers completed the open-ended questionnaire, and all of the research participants were interviewed. The qualitative data was analysed using NVIVO 12 for coding and thematic analysis. The analysed data was presented in the form of narration, frequency tables and diagrams. The findings revealed that there was a pattern of trainee teachers’ action research implementation in the Institute of Teacher Education that can be sequenced into i) Conceptualisation, ii) Preparation, iii) Implementation iv) Presentation and v) Evaluation and Expansion. It was discovered that the trainee teachers faced academic-related challenges like lack of input on research and non-academic challenges like time management. The trainee teachers benefit in two significant areas through their engagement with action research: language teaching skills and professional development. In term of language teaching skills, the trainee teachers improved in aspects like problem-solving, innovation and remedial activity. Professional development-wise, they improved in knowledge, critical thinking and confidence. This study concludes that trainee teachers' implementation of action research in the Institute of Teacher Education is a multidimensional and complex process. Therefore, it has the potential to be a powerful learning tool, as illustrated by the ITE Action Research Best Practices Framework. This study recommends that action research should be given its due priority in teacher education in this country so that we can reap tremendous benefits in the near future. Dissertations, Academic Thesis |
| spellingShingle | 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools |
| state | Terengganu |
| subject | TESL (Teaching English as a Second Language)—Teacher education Dissertations, Academic |
| summary | At the Institute of Teacher Education in Malaysia, action research serves as one of the tools for reflective practice to bridge the gap between educational theories and the actual pedagogical practice within the four walls of the classroom. However, not much is documented on the implementation of action research in the Institute of Teacher Education in Malaysia. The purpose of this study was to explore and explain the pre service TESL trainee teachers’ implementation of action research to solve language learning problems within the framework of the Institute of Teacher Education. This study also explored the benefits the trainee teachers gained and the problems they faced in implementing action research. This multicase-multisite case study involved nine (TESL) trainee teachers and six action research supervisors from the Institute of Teacher Education Sultan Mizan, Dato’ Razali Ismail and Kota Baru Campus. The data were collected through an open-ended questionnaire, semi-structured interviews and document analysis. The trainee teachers completed the open-ended questionnaire, and all of the research participants were interviewed. The qualitative data was analysed using NVIVO 12 for coding and thematic analysis. The analysed data was presented in the form of narration, frequency tables and diagrams. The findings revealed that there was a pattern of trainee teachers’ action research implementation in the Institute of Teacher Education that can be sequenced into i) Conceptualisation, ii) Preparation, iii) Implementation iv) Presentation and v) Evaluation and Expansion. It was discovered that the trainee teachers faced academic-related challenges like lack of input on research and non-academic challenges like time management. The trainee teachers benefit in two significant areas through their engagement with action research: language teaching skills and professional development. In term of language teaching skills, the trainee teachers improved in aspects like problem-solving, innovation and remedial activity. Professional development-wise, they improved in knowledge, critical thinking and confidence. This study concludes that trainee teachers' implementation of action research in the Institute of Teacher Education is a multidimensional and complex process. Therefore, it has the potential to be a powerful learning tool, as illustrated by the ITE Action Research Best Practices Framework. This study recommends that action research should be given its due priority in teacher education in this country so that we can reap tremendous benefits in the near future. |
| title | 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools |
| title_full | 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools |
| title_fullStr | 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools |
| title_full_unstemmed | 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools |
| title_short | 2022_The Implementation of Action Research by ITE Pre Service TESL Trainee Teachers: A Case Study in Malaysian Schools |
| title_sort | 2022_the implementation of action research by ite pre service tesl trainee teachers: a case study in malaysian schools |