Teacher Researchers in Guatemala: Lessons from an Action Research Experience to Address Educational Gaps in the Classroom. Occasional Paper. RTI Press Publication OP-0094-2501
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| Title: | Teacher Researchers in Guatemala: Lessons from an Action Research Experience to Address Educational Gaps in the Classroom. Occasional Paper. RTI Press Publication OP-0094-2501 |
|---|---|
| Language: | English |
| Authors: | Ana Aidé Cruz Grünebaum (ORCID |
| Source: | RTI International. 2025. |
| Availability: | RTI International. P.O. Box 12194, Research Triangle Park, NC 27709. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: https://www.rti.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Sponsoring Agency: | USAID |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Education Higher Education Postsecondary Education Early Childhood Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Teacher Researchers, Foreign Countries, Elementary School Teachers, Rural Areas, Universities, Partnerships in Education, Financial Support, Federal Aid, Public Agencies, Program Descriptions, Grade 1, Grade 2, Grade 3, Achievement Gap, Mathematics, Reading, Writing (Composition), Student Improvement, Achievement Gains, Reflective Teaching, Problem Solving, Lesson Plans, Teacher Attitudes, Teaching Methods |
| Geographic Terms: | Guatemala |
| ISSN: | 2378-7996 |
| Abstract: | The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the "Basic Education Quality and Transitions" activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG's Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the "Teacher Researchers" program. The action research program engages teachers in identifying and bridging gaps in students' learning of mathematics, reading, and/or writing with students in grades 1-3. During the portion of the program described in this paper, teachers reflected on the lessons learned and strengthened their research skills in an effort to identify gaps in content, as well as applying and reflecting on potential solutions that they then translated into adjustments in lesson planning and implementation of teaching strategies. A categorical analysis of the teachers' reflections on these experiences showed how strengthened research skills helped teachers identify areas of opportunity in using teaching strategies to improve the quality of teaching, thus allowing them to reflect on their own teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED671170 |
| Database: | ERIC |
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