Effects of a participatory action research practice-based programme on the professional practice development of science teachers.
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| Title: | Effects of a participatory action research practice-based programme on the professional practice development of science teachers. |
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| Authors: | Kulaibi, Rasha Abdullah M.1 (AUTHOR) dr.rashakul@gmail.com, Alamodi, Halah Saeed A. B.2 (AUTHOR) |
| Source: | Educational Action Research. Feb2026, Vol. 34 Issue 1, p138-162. 25p. |
| Subject Terms: | *Science teachers, *Professional education, *Mixed methods research, *Interactive learning, *Educational change, *Teacher collaboration, Community-based participatory research, Saudi Arabians |
| Geographic Terms: | Saudi Arabia |
| Abstract: | Despite the critical role of science teachers in Saudi Arabia's educational reform, prior studies have not adequately explored how participatory action research (PAR) can enhance professional practices identified by the Saudi Ministry of Education, particularly in addressing the specific needs of teachers in the context of science education. Therefore, this study explored the professional practice development of 13 female science teachers in a PAR practice-based programme in Saudi Arabia. Using a mixed-method experimental design, we collected quantitative and qualitative data through professional practice observation cards and observation journals. The results indicated statistically significant differences between pre- and post-observations in favour of post-observations and a significant effect of PAR on professional practices, particularly in assessment, planning and implementation and the development of interactive and supportive learning environments. The qualitative results deepened the interpretation of quantitative results, revealing that the teachers demonstrated professional development and PAR production related to their actual needs by participating in discussions, self- and collaborative reflections, and teacher and researcher groups, identifying common interests, and seeking to achieve common goals. Participation in research, discussions, and reflections positively impacts their professional practices, especially because PAR participation aligns with actual teaching practices. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Despite the critical role of science teachers in Saudi Arabia's educational reform, prior studies have not adequately explored how participatory action research (PAR) can enhance professional practices identified by the Saudi Ministry of Education, particularly in addressing the specific needs of teachers in the context of science education. Therefore, this study explored the professional practice development of 13 female science teachers in a PAR practice-based programme in Saudi Arabia. Using a mixed-method experimental design, we collected quantitative and qualitative data through professional practice observation cards and observation journals. The results indicated statistically significant differences between pre- and post-observations in favour of post-observations and a significant effect of PAR on professional practices, particularly in assessment, planning and implementation and the development of interactive and supportive learning environments. The qualitative results deepened the interpretation of quantitative results, revealing that the teachers demonstrated professional development and PAR production related to their actual needs by participating in discussions, self- and collaborative reflections, and teacher and researcher groups, identifying common interests, and seeking to achieve common goals. Participation in research, discussions, and reflections positively impacts their professional practices, especially because PAR participation aligns with actual teaching practices. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09650792 |
| DOI: | 10.1080/09650792.2025.2486954 |
