The purpose of this research was to explore the challenges faced by education graduates in conducting action research, how they navigated these challenges, and the valuable insights they gained from their research journey. The significance of this study lies in its potential to inform pedagogical approaches, curriculum development, and research mentorship in teacher education programs. To answer the research questions, a phenomenological research approach was employed. The participants were education graduates who had engaged in action research as part of their academic and professional training. The main research results revealed a range of experiences among participants, including shifting perspectives on action research, grappling with academic and personal responsibilities, and facing both internal and external pressures. Coping mechanisms varied, including practicing stress management techniques, drawing strength from an external support system, using personal aspirations and students’ learning as motivation, and viewing setbacks as a learning opportunity. Insights gained by participants include considering the essential factors for successful action research, embracing personal growth and collaboration in research, understanding the impact that action research can offer, and recognizing the importance of research in delivering effective teaching. The implications of this study are significant for both teacher education and academic research, emphasizing the need for stronger support systems in action research publication. Ultimately, this study contributes valuable insights into the experiences, coping strategies, and transformative learning of education graduates engaged in action research, paving the way for a more research-oriented teaching profession.
Omantod et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: