Initiatives for teachers' professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in…

This research aims to develop learning environments through "Participatory Action Research" ("PAR") methodology in a specific context of the Department of Electronics, Nong Han Industrial and Community Education College. Three development outcomes are expected: (1) changes in expected and non-expected outcomes of action; (2)…

Creating a socially just pedagogy from a grassroots level could help address issues of educational injustice. This paper focuses on the creation of the student voice for social justice (SVSJ) pedagogical method that is based on Nancy Fraser's political social justice framework. The resulting approach, developed through participatory action…

Across higher education, increasing regulation and a focus on student satisfaction and experience have stimulated a proliferation of student engagement activities aimed at driving positive change. Nevertheless, we are not seeing the transformative changes we seek. We position this as a dual problem of focus and organisational learning. In…

Scholarship of Teaching and Learning (SoTL) communities of practice (CoP) have emerged as collaborative learning environments that unite people with a shared interest. However, forming and maintaining a successful SoTL CoP can be challenging, requiring careful planning and execution. As academics, we face various challenges in our teaching and…

Social justice in education can be understood as empowering students to participate meaningfully in their education on par with peers. Participation amongst students in higher education classrooms is becoming a concern because of increased globalisation and local student diversity. In this work, Nancy Fraser's three-dimensional framework of social…

This article presents findings from a four-year collaboration focused on building the research capacity of educators at a university laboratory school. The Comprehensive Educator Research Program (CERP) intentionally builds the research capacity of educators, leadership, and counselors throughout the school using action research within their own…

This paper reports on the process of participatory action research from a three-year project to co-create ideas to reduce educational inequity with young people funded by Erasmus+. The project involved 10 academics and 50 university students from Norway, Denmark and England who co-researched 200 young people's experiences of educational inequity.…

Office of Social Innovation undertakes transformative initiatives that challenge systemic issues and create a space to imagine alternative pathways and perspectives. Our team of staff, students, and faculty has undertaken an intentional process to reflect on these initiatives and elaborate a scholarly approach: one that enters into dialogue with…

Personal tutoring as an academic role is neither innovative nor one-dimensional. Engagement in the personal tutoring system correlates to student retention and ultimately achievement. Today the role is considered extensive with the Personal Tutor endeavouring to provide students with both academic and personal support. Whilst literature recognises…

The goal of the university professional development course BINE is to encourage participants to address education for sustainable development (ESD) in a reflective way. The main aims are for the participants to learn about action research and to reflect and implement ESD in their work and institutions. This paper briefly describes the concepts of…

The increasing interest in climate change and environmental education has highlighted the importance of strategies to enhance the adoption, implementation, and sustainability of these initiatives. However, the field of environmental education has not extensively explored implementation strategies, despite the existence of frameworks and…

The study investigated the extent to which teachers who practiced action research changed in light of the new knowledge they gained from their research. A mix of qualitative and quantitative data were collected using a questionnaire, interviews, and focus group discussions from teachers of English as a foreign language at three Ethiopian public…

In this pedagogical action research study, we, as post-secondary mathematics teacher educators, built on an existing effort to improve pre-service teachers' mathematical vocabulary understandings by intentionally addressing their struggles related to polygonal area formulas. Utilizing cognitive load theory and Bruner's levels of developmental…

This paper focuses on the PhD process as one of the paths researchers take to enter the action research paradigm. The discussion is framed in the context of one specific small and peripheral AR environment and argues that PhD processes in these contexts may encounter problems that could be resolved if supervisors were familiar with educational AR.…