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Preparing teacher-educators in Indonesia to sustain a culture of continuous educational improvement using action research

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Abstract:

The government of Indonesia is undertaking an ambitious combination of educational policy, training, and implementation by supporting teachers conducting ongoing classroom action research (CAR) to improve their teaching practice. University lecturers are responsible for training and supervising teachers in conducting CAR. These same lecturers are expected to carry out and publish their own educational research as part of their scholarly advancement within their universities. As often happens with an innovative educational policy, there are unforeseen challenges created by the implementation of CAR in Indonesian teacher education. For the most part, the training those lecturers receive tend to be largely theory-based with limited or no practical research experience or problem-oriented learning opportunities available to them. This presentation focuses on the design and delivery of a series of action research workshops for lecturers from 17 universities in Indonesia with funding and support from USAID. The workshops were designed to deliberately apply learner-centered activities, with emphasis on the practical aspects of learning how to carry out action research. Incorporating a “practicum” and the development of a customized training module that take into account the Indonesian cultural and educational contexts, the teaching and research responsibilities of university lecturers, and the capacity level of university lecturers to carry out action research and produce research reports for publication were the main goals. Although the Workshops and Practicum produced many achievements, a number of obstacles were identified through our review that constrained the ability of lecturers to carry out their projects successfully. Understanding the nature of these constraints may allow the Indonesian government, international donors and the University Consortium to improve their ability to support university lecturers in Indonesia to implement action research in education as a way to assess current needs, design evidence-based interventions, and create a culture of continuous educational improvement.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p485389_index.html
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MLA Citation:

Ramos-Mattoussi, Flavia. "Preparing teacher-educators in Indonesia to sustain a culture of continuous educational improvement using action research" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p485389_index.html>

APA Citation:

Ramos-Mattoussi, F. S. , 2011-04-30 "Preparing teacher-educators in Indonesia to sustain a culture of continuous educational improvement using action research" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p485389_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The government of Indonesia is undertaking an ambitious combination of educational policy, training, and implementation by supporting teachers conducting ongoing classroom action research (CAR) to improve their teaching practice. University lecturers are responsible for training and supervising teachers in conducting CAR. These same lecturers are expected to carry out and publish their own educational research as part of their scholarly advancement within their universities. As often happens with an innovative educational policy, there are unforeseen challenges created by the implementation of CAR in Indonesian teacher education. For the most part, the training those lecturers receive tend to be largely theory-based with limited or no practical research experience or problem-oriented learning opportunities available to them. This presentation focuses on the design and delivery of a series of action research workshops for lecturers from 17 universities in Indonesia with funding and support from USAID. The workshops were designed to deliberately apply learner-centered activities, with emphasis on the practical aspects of learning how to carry out action research. Incorporating a “practicum” and the development of a customized training module that take into account the Indonesian cultural and educational contexts, the teaching and research responsibilities of university lecturers, and the capacity level of university lecturers to carry out action research and produce research reports for publication were the main goals. Although the Workshops and Practicum produced many achievements, a number of obstacles were identified through our review that constrained the ability of lecturers to carry out their projects successfully. Understanding the nature of these constraints may allow the Indonesian government, international donors and the University Consortium to improve their ability to support university lecturers in Indonesia to implement action research in education as a way to assess current needs, design evidence-based interventions, and create a culture of continuous educational improvement.


Similar Titles:
Action Research for the Next Generation of Teachers: A Teacher Educator’s Guide to Updating the Action Research Experience for Preservice and Inservice Teachers

Improving Teacher Education Through a Multi-Institutional Collaboration: The [Our State] Teacher Education Research Consortium

The Global Imperative: Culturally Responsive Teacher Educators Preparing Culturally Responsive Teachers.

Action research for ‘liberation’? Reflections on a participatory action research project with Sudanese adult education teachers


 
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