Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development
Action research serves as a significant tool for the professional development of teachers, the enhancement of educational practice, and the advancement of student learning. This review study aims to provide an empirically grounded perspective on action research as a means of stimulating the develop...
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| Format: | Article |
| Language: | English |
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Vilnius University Press
2025-01-01
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| Series: | Acta Paedagogica Vilnensia |
| Subjects: | |
| Online Access: | https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/35139 |
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| _version_ | 1832593391310864384 |
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| author | Janka Ferencová Ivana Pirohová Valentina Šuťáková Monika Miňová |
| author_facet | Janka Ferencová Ivana Pirohová Valentina Šuťáková Monika Miňová |
| author_sort | Janka Ferencová |
| collection | DOAJ |
| description |
Action research serves as a significant tool for the professional development of teachers, the enhancement of educational practice, and the advancement of student learning. This review study aims to provide an empirically grounded perspective on action research as a means of stimulating the development of teachers’ professional competence. Drawing upon the analysis of 28 empirical studies from the Scopus, WoS, EBSCO, ProQuest, and Science Direct databases over the past five years, the study identifies the contributions of action research to the development of both core and key professional competences among teachers. The findings confirm that action research not only supports the expansion and deepening of teachers’ knowledge base but also fosters the development of their key professional competences which are vital for effectively addressing the challenges of pedagogical practice. These findings highlight the potential of action research as a form of professional development and its application in establishing teacher professional communities centred on reflection and innovation, aimed at enhancing educational practice and student learning.
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| format | Article |
| id | doaj-art-f6494c6b23f6410bbb7d2b9a43eaaa15 |
| institution | Kabale University |
| issn | 1392-5016 1648-665X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Vilnius University Press |
| record_format | Article |
| series | Acta Paedagogica Vilnensia |
| spelling | doaj-art-f6494c6b23f6410bbb7d2b9a43eaaa152025-01-20T18:08:21ZengVilnius University PressActa Paedagogica Vilnensia1392-50161648-665X2025-01-015310.15388/ActPaed.2024.53.9Development of Teacher’s Professional Competence through Action Research as a Form of Professional DevelopmentJanka Ferencová0https://orcid.org/0009-0008-0795-4620Ivana Pirohová1https://orcid.org/0000-0002-0784-1473Valentina Šuťáková2Monika Miňová3https://orcid.org/0000-0003-4741-2275University of PrešovUniversity of PrešovUniversity of PrešovUniversity of Prešov Action research serves as a significant tool for the professional development of teachers, the enhancement of educational practice, and the advancement of student learning. This review study aims to provide an empirically grounded perspective on action research as a means of stimulating the development of teachers’ professional competence. Drawing upon the analysis of 28 empirical studies from the Scopus, WoS, EBSCO, ProQuest, and Science Direct databases over the past five years, the study identifies the contributions of action research to the development of both core and key professional competences among teachers. The findings confirm that action research not only supports the expansion and deepening of teachers’ knowledge base but also fosters the development of their key professional competences which are vital for effectively addressing the challenges of pedagogical practice. These findings highlight the potential of action research as a form of professional development and its application in establishing teacher professional communities centred on reflection and innovation, aimed at enhancing educational practice and student learning. https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/35139action researchteacher's professional developmentprofessional competencecore professional competenceskey professional competences |
| spellingShingle | Janka Ferencová Ivana Pirohová Valentina Šuťáková Monika Miňová Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development Acta Paedagogica Vilnensia action research teacher's professional development professional competence core professional competences key professional competences |
| title | Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development |
| title_full | Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development |
| title_fullStr | Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development |
| title_full_unstemmed | Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development |
| title_short | Development of Teacher’s Professional Competence through Action Research as a Form of Professional Development |
| title_sort | development of teacher s professional competence through action research as a form of professional development |
| topic | action research teacher's professional development professional competence core professional competences key professional competences |
| url | https://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/35139 |
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