Reframing multifaceted roles of teachers through developing educational research method design: design-based classroom action research
Keywords:
Educational Research Method Design, Design-based Classroom Action Research (DCAR)Abstract
The central concern in educational research was determining which model of a teacher's multiple roles was preferable. In the general debate on this issue, precise positions were frequently adopted. The research examined this central question and the various stances taken within the field of education. Furthermore, the study aimed to develop the design-based classroom action research as an educational research method design. Researchers synthesized qualitative research to interpret the multiple roles of teachers, which were strongly linked to their professionalism through the development of DCAR. This qualitative study gathered data through (1) focus group discussions (FGD) and (2) expert judgment. The application of the ADDIE development model—comprising analysis, design, development, implementation, and evaluation—was initiated, but the process ended during the development phase with the inclusion of an expert design evaluation. The findings from the needs analysis indicated that teacher professional development programs should focus on (1) enhancing teaching skills and knowledge, (2) improving the teacher's ability as a course designer, and (3) nurturing research skills. In response, researchers introduced DCAR as a research method design that combined the roles of course designer and classroom action researcher. Additionally, expert judgment recommended DCAR as an alternative research method design suitable for educational research. These findings highlighted the expansion of the teacher professional development model as a tool for creating a comprehensive profile of a professional teacher.
References
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322–352. https://doi.org/10.1080/15391523.2020.1728449
Ali, S., & Ali, L. (2015). Efficacy of Gagne’s Nine Events of Instructions in Improving the Performance of Undergraduate Final Year Medical Students. Advances in Health Professions Education, 1(2), 65–68. http://ahpe.kmu.edu.pk/article/view/29/0
Alsuhaibani, Z. (2019). Perceptions and Practices of EFL Pre-service Teachers about Reflective Teaching. 10(4), 62–73.
Alzahrani, S. M., Almalki, M. S., & Almossa, S. Y. (2022). Conceptualizing life competencies: EFL teachers’ qualitative perspective. Saudi Journal of Language Studies, 2(4), 189–204. https://doi.org/10.1108/sjls-05-2022-0050
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longman, Inc.
Arslan, A. (2021). Pre-service Teachers’ Journey of “Teaching” through Micro-Teaching: A Mixed Design Research. Egitim ve Bilim, 46(207), 259–283. https://doi.org/10.15390/EB.2021.9406
Assassi, T. (2020). Algerian Aeronautics Professionals’ Needs Taxonomy: A Target Situation Needs Analysis. International Journal of English Linguistic, 10(6), 90–103.
Barari, N., RezaeiZadeh, M., Khorasani, A., & Alami, F. (2022). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 30(9), 1640–1652. https://doi.org/10.1080/10494820.2020.1739078
Bawaneh, A. K., Abdulrahman, I., Arabia, S., Boudjema, A., Moumene, H., Studies, S., Bin, I. A., Arabia, S., Aldalalah, O., & Arabia, S. (2020). Gauging the Level of Reflective Teaching Practices among Science Teachers. 13(1), 695–712.
Beatrice Avalos. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20.
Bell, J., & Gower, R. (2011). Writing course materials for the world: A great compromise. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 135–150). Cambridge University Press.
Bhat, B. A. (2019). Formative and Summative Evaluation Techniques for Improvement of Learning Process. European Journal of Business and Social Sciences, 7(5), 776–785. https://ejbss.org/
Boeije, H. (2010). Analysis in Qualitative Research.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality and Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y
Calderhead, J., & Shorrock, S. B. (2004). Understanding teacher education: Case studies in the professional development of beginning teachers. Routledge. https://doi.org/https://doi.org/10.4324/9780203209332
Çetin, E., & Solmaz, E. (2020). Gamifying the 9 Events of Instruction with Different Interactive Response Systems : The Views of Social Sciences Teacher Candidates. 8(2), 1–15.
Chizhik, E. W., & Chizhik, A. W. (2018). Using Activity Theory to Examine How Teachers’ Lesson Plans Meet Students’ Learning Needs. The Teacher Educator, 53(1), 67–85.
Ciobanu, N. R. (2018). Active and Participatory Teaching Methods. European Journal of Education, 1(2), 69–72.
Creswell, J. W. (2012). Educational ReASEARCH: Planning, Conducting, and Evaluting Quantitative and Qualitive Research. Pearson.
Daniel, A. (2023). Murray State ’ s Digital Commons TEACHING STRATEGIES FOR DIVERSE LEARNING STYLES.
Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (8th ed.). Pearson.
Doğ, S. (2023). A Cluster Analysis for Teachers ’ Designer Role : Three Profiles with Differing Focuses on Design. 13, 357–378. https://doi.org/10.31704/ijocis.2023.015
Domain, B. B.-C., & 1956, U. (n.d.). Taxonomy of educational objectives: The classification of educational goals. Ci.Nii.Ac.Jp. Retrieved September 7, 2021, from https://ci.nii.ac.jp/naid/10025289849/
Dudley-Evans, T., St John, M. J., & Saint John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Edelson, D. C. (2002). Journal of the Learning Design Research : What We Learn When We Engage in Design. Journal of the Learning Sciences, 11(1), 37–41. https://doi.org/10.1207/S15327809JLS1101
Gagné, R. M. (1977). The Conditions of Learning. Holt, Rinehart, & Winston.
Gentry, J., Baker, C., Lamb, H., & Pate, R. (2016). Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers. Administrative Issues Journal: Education, Practice, and Research, 6(1). https://doi.org/10.5929/2016.6.1.2
Gerholz, K.-H., & Wagner, A. (2022). Design-Based Research – Grounding, Understanding and Empirical Illustration in the Context of Vocational Education. In Methods for Researching Professional Learning and Development (pp. 513–534). Springer.
Hadley, J. A., Wall, D., & Khan, K. S. (2007). Learning needs analysis to guide teaching evidence-based medicine : knowledge and beliefs amongst trainees from various specialities. BMC Medical Education, 7(11), 1–6. https://doi.org/10.1186/1472-6920-7-11
Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24(7), 1884–1892. https://doi.org/10.1016/j.tate.2008.02.010
Heigham, J., & Croker, R. A. (2009). Qualitative Research in Applied Linguistics. Palgrave Macmillan.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. https://doi.org/10.1007/BF02319856
Huang, R., Spector, J. M., & Yang, J. (2019). Design-Based Research. In Lecture Notes in Educational Technology (pp. 179–188). Springer.
Hutchinson, T., & Waters, A. (1991). English for Specific Purposes. Cambridge University Press.
Indicators of learning. (2012). Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/docs/default-source/teach-documents/growth-focused-evaluations/indicators-of-learning.pdf
Javid, M., Mohseni, A., Ameri, A., & Baradaran, A. (2020). ESP Curriculum Development through Analyzing the Needs of Border Guarding Police Cadets in Amin Police University: Target Situation Analysis. Journal of Language and Translation, 10(2), 63–86.
John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483–498. https://doi.org/10.1080/00220270500363620
Kemmis, S. (2009). Action research as a practice‐based practice. Educational Action Research, 17(3), 463–474.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Deakin University Press.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer.
Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagne’s model of instructional design in teaching psychomotor skills. Gastroenterol Hepatol Bed Bench, 4(3), 116–119.
Krathwohl, D. R. (2010). A Revision of Bloom’s Taxonomy: An Overview. Https://Doi.Org/10.1207/S15430421tip4104_2, 41(4), 212–218. https://doi.org/10.1207/S15430421TIP4104_2
Kurt, S. (2019). Using Bloom’s Taxonomy to Write Effective Learning Objectives: The ABCD Approach. Educational Technology. https://educationaltechnology.net/using-blooms-taxonomy-to-write-effective-learning-objectives-the-abcd-approach/
L. Black, G. (2021). Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations. The Canadian Journal of Action Research, 21(2), 47–71. https://doi.org/10.33524/cjar.v21i2.480
Lapoule, P., & Lynch, R. (2018). The case study method: exploring the link between teaching and research. Journal of Higher Education Policy and Management, 40(5), 485–500.
Lasagabaster, D., & Sierra, J. M. (2011). Classroom observation: desirable conditions established by teachers. European Journal of Teacher Education, 34(4), 449–463.
Li, L. M. (2014). Student Teachers’ Competence in Curriculum Development: Comparison between the Czech Republic and China. PALACKÝ UNIVERSITY IN OLOMOUC.
Liu, T. C. (2022). A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers’ Perspectives. Education and Information Technologies, 27(5), 6295–6316. https://doi.org/10.1007/s10639-021-10851-2
Livingston, K. (2017). The complexity of learning and teaching: challenges for teacher education. European Journal of Teacher Education, 40(2), 141–143. https://www.tandfonline.com/doi/full/10.1080/02619768.2017.1296535?scroll=top&needAccess=true
Long, Y., & Fan, Y. (2022). Current Situation Analysis and Countermeasure Research of Party History Study and Education of College Students in the New Era. Proceedings of the 2021 International Conference on Social Development and Media Communication (SDMC 2021), 469–473.
Magliaro, S. G., & Sambaugh, R. N. (1999). Teaching Instructional Design: Reframing the Relationships Between Teachers and Designers. Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology [AECT], 349–357. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED436163&ERICExtSearch_SearchType_0=no&accno=ED436163
Majgaard, G., Misfeldt, M., & Nielsen, J. (2011). How design-based research and action research contribute to the development of a new design for learning. Designs for Learning, 4(2), 1–17.
Mandal, S. (2018). The competencies of the Modern Teacher IJRESM_V1_I10_93. International Journal of Resarch in Engineering, Science and Management, 1(10), 351–360.
Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and Learning Research Methodologies in Education: A Systematic Literature Review. Education Sciences, 13(2). https://doi.org/10.3390/educsci13020173
Merç, A. (2015). The Potential of General Classroom Observation : Turkish EFL Teachers ’ Perceptions , Sentiments , and Readiness for Action. 3(4), 193–205. https://doi.org/10.11114/jets.v3i4.821
Mertler, C. A. (2019). The Wiley Handbook of Action Research in Education. John Wiley & Sons.
Morales, M. P. E., Abulon, E. L. R., Roxas-Soriano, P., David, A. P., Hermosisima, M. V. C., & Gerundio, M. G. (2016). Examining teachers’ conception of and needs on action research. Issues in Educational Research, 26(3), 464–489.
Munby, J. (1978). Communicative Syllabus Design. Cambridge University Press.
Murphy Odo, D. (2023). Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching. SAGE Open, 13(4), 1–13. https://doi.org/10.1177/21582440231210652
Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1). https://doi.org/10.1016/j.heliyon.2022.e08730
Ngussa, B. M. (2014). Gagne’s Nine Events of Instruction in Teaching-Learning Transaction: Evaluation of Teachers by High School Students in Musoma-Tanzania. International Journal of Education and Research, 2(7), 189–206. https://www.researchgate.net/publication/264618116
Nicholls, A., & Nicholls, S. H. (2018). Developing a Curriculum. Routledge.
Panchal, A. C. (2020). Formative and Summative Evaluation: Challenges and Remedy. International Journal of Research, 8(3), 1–6.
Parker, A. K., Zenkov, K., & Glaser, H. (2021). Preparing School-Based Teacher Educators: Mentor Teachers’ Perceptions of Mentoring and Mentor Training. Peabody Journal of Education, 96(1), 65–75. https://doi.org/10.1080/0161956X.2021.1877027
Parsons, A. W., & Hjalmarson, M. A. (2017). Study of Self: The Self as Designer in Online Teacher Education. Studying Teacher Education, 13(3), 331–349.
Purpura, J. E., & Graziano-King, J. (2004). Investigating the Foreign Language Needs of Professional School Students in International Affairs: A Case Study. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 4(1), 1–33.
Rahman, M. (2015). English for Specific Purposes (ESP): A Holistic Review. Universal Journal of Educational Research, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104
Reed, A., & Bergemann, V. E. (2001). A guide to observation, participation, and reflection in the classroom. MA: McGraw-Hill.
Reeves, T. (2006). Design research from a technology perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research (1st ed., pp. 64–78). Routledge.
Ritzhaupt, A. D., & Kumar, S. (2015). Knowledge and Skills Needed by Instructional Designers in Higher Education. Performance Improvement Quarterly, 28(3), 51–69. https://doi.org/10.1002/piq
Rogers, S. (2021). Applying UDL to Online Active Learning: Instructional Designer Perceptions. Journal of Applied Instructional Design, 10(1), 1–32. https://doi.org/10.51869/101/srsg
Romanowski, Pi. (2017). Proposing a comprehensive framework for needs analysis in ESP – on the integrality of needs analysis in Business English course design. An International Journal of Applied Linguistics, 44(2), 147–159. https://doi.org/10.14746/gl.2017.44.2.09
Ryan, K. E., Gandha, T., Culbertson, M. J., & Carlson, C. (2014). Focus Group Evidence: Implications for Design and Analysis. American Journal of Evaluation, 35(3), 328–345. https://doi.org/10.1177/1098214013508300
Saputra, D. B. (2019). The Implementation of Curriculum 2013: English Teachers’ Perceptions on Developing Lesson Plan and Teaching Materials. Linguists: Journal of Linguistics and Language Teaching, 5(2), 54–67.
Saragih, E. (2014). Designing ESP Materials for Nursing Students Based On Needs Analysis Designing ESP Materials for Nursing Students Based. International Journal of Linguistics, 6(4), 59. https://doi.org/10.5296/ijl.v6i4.5983
Saribas, D., & Ceyhan, G. D. (2015). Learning to teach scientific practices: pedagogical decisions and reflections during a course for pre-service science teachers. International Journal of STEM Education, 2(1). https://doi.org/10.1186/s40594-015-0023-y
Skowron, J. (2001). Powerful Lesson Planning: Every Teacher’s Guide to Effective Instruction. Corwin Press.
Smith, D. D., & Tyler, N. C. (2011). Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects, 41(3), 323–339. https://doi.org/10.1007/s11125-011-9207-5
Subramani, P. C. N., & Iyappan, V. (2018). Recent Trend of Teaching Methods in Education " Organised by Sri Sai Bharath College of Education. Journal of Applied and Advanced Research, 3(Suppl. 1), S20–S22.
Thiagarajan, S., Dorothy a’., A., & Somme!, M. I. (1974). Instructional Development for training teachers of exceptional children: A sourcebook.
Tiwari, P., Séraphin, H., & Nimit R Chowdhary. (2021). Impacts of COVID-19 on tourism education: analysis and perspectives. Journal of Teaching in Travel & Tourism, 21(4), 313–338.
Tomlinson, B. (2010). Materials Development. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Language (pp. 66–71). Cambridge University Press.
Torregrosa Benavent, G., & Sánchez-Reyes, S. (2015). Target Situation as a Key Element for ESP (Law Enforcement) Syllabus Design. Procedia-Social and Behavioral Sciences, 143–148.
Trent, J. (2020). Wither teacher professional development? The challenges of learning teaching and constructing identities across boundaries in China. ASIA PACIFIC JOURNAL OF EDUCATION, 40(3), 315–329.
Ulvik, M. (2014). Student-teachers doing action research in their practicum: why and how? Educational Action Research, 22(4), 518–533. https://doi.org/10.1080/09650792.2014.918901
Watkins, K. E., Nicolaides, A., & Marsick, V. (2016). Emerging Action Research Traditions: Rigor in Practice. International Journal of Adult Vocational Education and Technology, 7(3), 71–81.
Weyers, M. (2006). Teaching the FE curriculum: Encouraging active learning in the classroom. Continuum.
Xiao, L. (2006). What can we Learn from a Learning Needs Analysis of Chinese English Majors in a University Context? Asian EFL Journal, 8(4), 74–99.
Yundayani, A. (2018). Present situation analysis: Students’ early characteristics in writing for academic purposes. ENGLISH REVIEW: Journal of English Education, 6(2), 119–126. https://doi.org/10.25134/erjee.v6i2.1262
Yundayani, A., Emzir, & Rafli, Z. (2017). Need analysis: The writing skill instructional material context for academic purposes. English Review: Journal of English Education, 6(1). https://doi.org/10.25134/erjee.v6i1.771
Published
How to Cite
Issue
Section
Copyright (c) 2024 Audi Yundayani, Fiki Alghadari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
