Action Research in Selected Teacher Education Colleges of Oromia: Knowledge base, Practices and Challenges

Abstract

The major purpose of this study was to assess teachers‟ awareness, current practices and challenges of conducting action research in two Teacher Education Colleges (TECs). Data were collected and analyzed from 67 randomly selected teacher educators and two purposively selected deans. Questionnaire and interview were used to collect the data. The study revealed that majority of the teacher educators had inadequate awareness about the theoretical perspectives and procedures of action research. The results also indicated that the notion of reflective practice is almost non-existent among the TECs. It is found that the culture of undertaking action research is not well established and developed. Lack of time, teachers‟ low level of commitment, lack of teacher professional development, inadequate teacher support systems and lack of incentives were reported as the major challenges the teacher faced to undertake action research.