Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs

Introduction

The proposed chapter aims to focus on two teacher led professional designs: action research and teacher portfolio. The critical role of professional development on teaching is known well. However, professional development opportunities for teachers are criticized for being centrally mandated, poorly-designed, fragmented, and inadequate to meet teachers’ needs (Darling-Hammond, Eyler, & Gardner, 2017; Creemers, Kyriakides, & Antoniou, 2013; Borko, 2004; Cohen & Hill, 2001). Teachers with same educational backgrounds may need different areas to work toward the development of different skills (Creemers & Kyriakides, 2008; Creemers, Kyriakides, & Antoniou, 2013). “While approaches to professional development formats have changed considerably in recent years, we continue to see one-size-fits-all workshops, offered in contexts removed from schools and students, and focused on various topics that often do not relate to teaching and student learning.” (Patton, Parker, & Tannehill, 2015, p. 27). The mission of this chapter is to present action research and teacher portfolio as two professional development designs that are reflective, authentic, and based on teacher needs and decisions. This chapter aims to create an awareness on the role of teachers themselves during the decision making process of teacher professional development plans and actions. It is important to improve teachers’ skills and knowledge of conducting an action research and preparing teacher portfolio and give necessary support during this process.

Cochran-Smith and Lytle (2009) define action research as a catalyst for teacher professional growth. Teachers becomes change agents thorough action research (Price & Valli, 2005). Teachers become more reflective, critical, and analytical about their own teaching behaviors in the classroom when they experience action research (O’Sullivan, 2002; Levin & Rock, 2003). The skills of inquiry, reflection, problem solving, and action are promoted through action research process. The reflective cycle of action research process enables teachers to be aware of their teaching practices, notice their strengths and weaknesses, and focus on the skills they believe to be improved or changed. The awareness of self and how it contributes to teachers' sense of self-as-teacher puts the teachers on the center of his/her professional development decisions and process. For professional development the decision-making capacity of a teacher is what makes an effective teacher so effective (Patton, et. al., 2015). The systematic and informative process of action research critically contributes to teacher learning. This title of the proposed chapter aims to enlarge action research as a professional development design in terms of the reflective cycle of action research, teacher growth and learning during action research, individual and collaborative action research designs for professional development, and a review of literature on action research as a professional development design.