From research to praxis: Empowering Trinidadian primary school teachers via action research

Abstract

An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013. Additionally, interviews via email and telephone with 42 of the 83 student-teachers on their perceptions of the importance of action research on their instructional practice are examined. The narrative review of student-teachers' archival action research proposals was thematically coded to reflect challenges confronting primary school, special needs, and early childhood educators in Trinidad. Interviews from 42 of the 83 participants yielded the following four themes: (a) andragogy/empowerment; (b) student satisfaction; (c) the promotion of a culture of reflective praxis; and (d) transformative learning.