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Action Research Project in Teacher Education Programme: Pre-service Teachers’ Competency and Weaknesses

By Moi Mooi Lew and Munira Mohsin.

Published by The Learning Collection

This study aimed to find out the competency of pre-service teachers in doing action research.
The teachers were asked to assess their own competencies across the three phases in the action
research process. The three phases include identifying a research problem, implementing the
action plan and analysing the data. Survey questionnaires were administered to 65 pre-service
teachers. Findings showed that on the average pre-service teachers achieved below satisfactory
level of knowledge (mean = 3.75, SD= .62) about the action research process. The correlation
analysis showed that the knowledge in these three phases are inter-related. This indicated that if
participants have insufficient knowledge in phase one of the research process they may
encounter difficulties in the subsequent phases. The findings have raised the implication that the
current action research curriculum for pre-service teachers is not meeting the intended learning
objectives. The curriculum seems to lack emphasis on linking theory to practice as well as on
acquiring competency in developing teachers as researchers. These shortcomings may stand as
obstacles to the policy makers’ aspirations in producing quality educators through teacher
education programmes. Hence the findings provide important information for policy makers to
continuously improve the quality of teacher education curriculum.

The International Journal of Learning, Volume 18, Issue 1, pp.565-574. Article: Print (Spiral Bound). Article: Electronic (PDF File; 829.683KB).

Dr. Moi Mooi Lew

Lecturer, Department of Research and Development, Specialist Teacher Education Institute, Malaysia

Dr. Munira Mohsin

Lecturer, Physical Education Department, Specialist Teacher Education Institute, Malaysia