Incorporating action research into in-service teacher education (INSET) programs
Conducting action research (AR) is considered important for
teachers’ professional development, their actual teaching practice and their
theoretical knowledge . However, for
many teachers, research is a new challenge and action research an unfamiliar
form of classroom research. AR is a process through which practitioners address
issues of importance in their practice.
The interface between AR and teacher cognition can advance
our understanding of teaching practice in general. Very few, if any, however, has
investigated teachers’ deliberate decision-making processes after action
research processes. In an attempt to address this gap in literature, this
exploratory research study investigates the influence of AR on teacher
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