THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH
The article highlights the increasing focus on clarifying the concept of pedagogical action research (PAR) and its critical role in the professional development of educators. It emphasizes the importance of designing and conducting PAR to cultivate investigative competence and foster innovation with...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitaria Publishing House, Craiova
2024-12-01
|
| Series: | Analele Universităţii din Craiova. Psihologie, Pedagogie |
| Subjects: | |
| Online Access: | https://aucpp.ro/wp-content/uploads/2024/12/2.-ANTOCI_D_BOROZAN_M_AUC_PP_2024_no_46_issue_2_pp_19-34.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849773344001359872 |
|---|---|
| author | Diana ANTOCI Maia BOROZAN |
| author_facet | Diana ANTOCI Maia BOROZAN |
| author_sort | Diana ANTOCI |
| collection | DOAJ |
| description | The article highlights the increasing focus on clarifying the concept of pedagogical action research (PAR) and its critical role in the professional development of educators. It emphasizes the importance of designing and conducting PAR to cultivate investigative competence and foster innovation within educational
settings. By refining the theoretical framework of PAR, the article lays the groundwork for advancing contemporary pedagogical thinking, with an emphasis on integrating innovative practices into education to enhance efficiency and effectiveness. The Theoretical Model of Pedagogical Action Research, developed as part of this work, addresses the gaps in existing definitions and models by
emphasizing the specificity of PAR. It outlines a framework for the cyclical development of competences such as conceptualizing research, strategic management, critical reflection, educational innovation, re-planning of pedagogical action research etc. This Model provides a structured approach to conducting PAR
while advancing educators’ abilities to adapt to dynamic teaching environments. Additionally, the paper underscores the benefits of PAR for teachers, including improved problem-solving skills, renewed teaching strategies, and enhanced selfreflection. These qualities contribute to continuous professional growth and
resilience in addressing challenges in teaching. Furthermore, PAR equips teachers to respond effectively to contemporary educational demands, such as integrating students with special needs, managing cultural diversity, and aligning with evolving
labor market requirements. In the context of globalized education, PAR fosters educators’ preparedness to guide students in navigating an interconnected world.
By integrating PAR practices, teachers not only enhance their professional competences but also strengthen their capacity to drive educational innovation, ensuring their relevance and impact in a rapidly changing educational landscape. |
| format | Article |
| id | doaj-art-3cbe833ea1104a71af7012f6a150c9c3 |
| institution | DOAJ |
| issn | 1582-313X 2668-6678 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universitaria Publishing House, Craiova |
| record_format | Article |
| series | Analele Universităţii din Craiova. Psihologie, Pedagogie |
| spelling | doaj-art-3cbe833ea1104a71af7012f6a150c9c32025-08-20T03:02:05ZengUniversitaria Publishing House, CraiovaAnalele Universităţii din Craiova. Psihologie, Pedagogie1582-313X2668-66782024-12-01462193410.52846/AUCPP.2024.2.02THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCHDiana ANTOCI0https://orcid.org/0000-0002-7018-6651Maia BOROZAN1https://orcid.org/0000-0003-2704-0304“Ion Creanga” Pedagogical State University of Chisinau, Republic of Moldova“Ion Creanga” Pedagogical State University of Chisinau, Republic of MoldovaThe article highlights the increasing focus on clarifying the concept of pedagogical action research (PAR) and its critical role in the professional development of educators. It emphasizes the importance of designing and conducting PAR to cultivate investigative competence and foster innovation within educational settings. By refining the theoretical framework of PAR, the article lays the groundwork for advancing contemporary pedagogical thinking, with an emphasis on integrating innovative practices into education to enhance efficiency and effectiveness. The Theoretical Model of Pedagogical Action Research, developed as part of this work, addresses the gaps in existing definitions and models by emphasizing the specificity of PAR. It outlines a framework for the cyclical development of competences such as conceptualizing research, strategic management, critical reflection, educational innovation, re-planning of pedagogical action research etc. This Model provides a structured approach to conducting PAR while advancing educators’ abilities to adapt to dynamic teaching environments. Additionally, the paper underscores the benefits of PAR for teachers, including improved problem-solving skills, renewed teaching strategies, and enhanced selfreflection. These qualities contribute to continuous professional growth and resilience in addressing challenges in teaching. Furthermore, PAR equips teachers to respond effectively to contemporary educational demands, such as integrating students with special needs, managing cultural diversity, and aligning with evolving labor market requirements. In the context of globalized education, PAR fosters educators’ preparedness to guide students in navigating an interconnected world. By integrating PAR practices, teachers not only enhance their professional competences but also strengthen their capacity to drive educational innovation, ensuring their relevance and impact in a rapidly changing educational landscape.https://aucpp.ro/wp-content/uploads/2024/12/2.-ANTOCI_D_BOROZAN_M_AUC_PP_2024_no_46_issue_2_pp_19-34.pdfpedagogical researchaction researchpedagogical action research (par)professional training of teaching staff for parcompetences of par (comppar)legitimacy of the cyclical development of pedagogical action research competences. |
| spellingShingle | Diana ANTOCI Maia BOROZAN THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH Analele Universităţii din Craiova. Psihologie, Pedagogie pedagogical research action research pedagogical action research (par) professional training of teaching staff for par competences of par (comppar) legitimacy of the cyclical development of pedagogical action research competences. |
| title | THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH |
| title_full | THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH |
| title_fullStr | THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH |
| title_full_unstemmed | THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH |
| title_short | THE THEORETICAL MODEL OF PEDAGOGICAL ACTION RESEARCH IN THE CONFIGURATION OF THE CURRENT SIGNIFICANCE ASSIGNED TO ACTION RESEARCH |
| title_sort | theoretical model of pedagogical action research in the configuration of the current significance assigned to action research |
| topic | pedagogical research action research pedagogical action research (par) professional training of teaching staff for par competences of par (comppar) legitimacy of the cyclical development of pedagogical action research competences. |
| url | https://aucpp.ro/wp-content/uploads/2024/12/2.-ANTOCI_D_BOROZAN_M_AUC_PP_2024_no_46_issue_2_pp_19-34.pdf |
| work_keys_str_mv | AT dianaantoci thetheoreticalmodelofpedagogicalactionresearchintheconfigurationofthecurrentsignificanceassignedtoactionresearch AT maiaborozan thetheoreticalmodelofpedagogicalactionresearchintheconfigurationofthecurrentsignificanceassignedtoactionresearch AT dianaantoci theoreticalmodelofpedagogicalactionresearchintheconfigurationofthecurrentsignificanceassignedtoactionresearch AT maiaborozan theoreticalmodelofpedagogicalactionresearchintheconfigurationofthecurrentsignificanceassignedtoactionresearch |