[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593675-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593675-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","from-research-to-praxis-empowering-trinidadian-primary-school-teachers-via-action-research","From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research","","An extensive narrative review synthesizes 83 action research papers and examines how action research shapes instructional practice among Trinidadian student-teachers. Email and telephone interviews with 42 of the 83 participants explore perceived importance and yield four themes: andragogy/empowerment, student satisfaction, a culture of reflective praxis, and transformative learning. The study connects inquiry-based action research to problem-solving, reflective improvement, and professional growth in primary, special needs, and early childhood contexts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/from-research-to-praxis-empowering-trinidadian-primary-school-teachers-via-action-research/593675/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/from-research-to-praxis-empowering-trinidadian-primary-school-teachers-via-action-research/593675.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research method does the paper use to review action research?","Question",{"text":63,"@type":64},"It presents a narrative review of 83 action research papers submitted as part of a Bachelor of Education fulfilment period from April 2011 to May 2013.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many student-teachers were interviewed, and how?",{"text":68,"@type":64},"Interviews were conducted via email and telephone with 42 of the 83 student-teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"What themes emerged from the interviews about action research?",{"text":72,"@type":64},"Four themes emerged: (a) andragogy/empowerment, (b) student satisfaction, (c) promotion of a culture of reflective praxis, and (d) transformative learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593675,1792166373,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 9 | Article 10 |\n| --- | --- |\n\n2015  \nFrom Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research  \nCharmaine S. Bissessar  \nHugh Wooding Law School, [drcharmainebissessar@yahoo.com](drcharmainebissessar@yahoo.com)  \nRecommended Citation  \nBissessar, C. S. (2015). From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research. Australian Journal of Teacher Education, 40 (9).  \n[http://dx.doi.org/10.14221/ajte.2015v40n9.10](http://dx.doi.org/10.14221/ajte.2015v40n9.10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss9/10](http://ro.ecu.edu.au/ajte/vol40/iss9/10)  \nFrom Research to Praxis: Empowering Trinidadian Primary School Teachers  \nvia Action Research  \nCharmaine Bissessar  \nHugh Wooding Law School, Trinidad  \nAbstract: An exponential body of extant research illustrates the  \nsymbiotic dyad action research, andragogy, reflective praxis, and  \ntransformative learning share. This paper contains a narrative review  \nof 83 action research papers submitted to the researcher as part of the  \nfulfilment of the Bachelor of Education degree from April 2011 to  \nMay 2013. Additionally, interviews via email and telephone with 42 of  \nthe 83 student-teachers on their perceptions of the importance of  \naction research on their instructional practice are examined. The  \nnarrative review of student-teachers’ archival action research  \nproposals was thematically coded to reflect challenges confronting  \nprimary school, special needs, and early childhood educators in  \nTrinidad. Interviews from 42 of the 83 participants yielded the  \nfollowing four themes: (a) andragogy/empowerment; (b) student  \nsatisfaction; (c) the promotion of a culture of reflective praxis; and (d)  \ntransformative learning.  \nIntroduction  \nAction research is the sine qua non of Bachelor of Education programmes. Teachers’willingness to embrace action research and perpetuate a culture of inquiry-based research determines the type of instructional delivery evident in classrooms. Teachers are the producers and their motivation to practice action research regularly in their classrooms determines the products/outcomes-their students’ success. Action research affords teachers the opportunity to enhance their knowledge of what works in the classroom and is an effective problem-solving tool (Segal, 2009) . According to Manfra (2009) action research empowers teachers to “leverage their insider knowledge to change classroom practices”(p. 32) . More productive classroom practitioners are those who continuously strive to improve praxis through reflection and trial and error to ensure that they are meeting the differing needs of their unique clientele.  \nWith the increase in government funding for tertiary education, more and more teachers are taking up the offer and getting qualified. This has resulted in a high percentage of teachers atthe primary level in Trinidad pursuing Bachelor’s degree in education. Pickford-Gordon (2012) quoted the Minister of Education, Tim Gopeesingh, who said,“Persons occupying non-graduate positions who have not attained full graduate positions as yet and are in the system, are being given the opportunity to pursue bachelor and also diploma in education, at approved institutions”(p. 1). With such an influx, primary school teachers are required to complete an action research proposal toward the resolution of a problem they experienced in their classrooms. This has  \nallowed teachers the opportunity to examine their practice with a critical eye toward personal and professional improvement. Promoting a culture of research-based and evidence-based information is part of the aims ofthe higher education pioneers in Trinidad, as indicated by Patricia Worrell in her presentation to educators on April 30, 2013. However, albeit, the thrust is toward achieving more educated practitioners, scant l","cbCaimt3V1QeUwvq","https://ap.wps.com/l/cbCaimt3V1QeUwvq","pdf",560907,18,"English","# Introduction\n## Action Research as a Core Component of Teacher Education\n# Theoretical Framework\n## Action Research: Inquiry-Based Empowerment and Problem Solving","[{\"question\":\"What research method does the paper use to review action research?\",\"answer\":\"It presents a narrative review of 83 action research papers submitted as part of a Bachelor of Education fulfilment period from April 2011 to May 2013.\"},{\"question\":\"How many student-teachers were interviewed, and how?\",\"answer\":\"Interviews were conducted via email and telephone with 42 of the 83 student-teachers.\"},{\"question\":\"What themes emerged from the interviews about action research?\",\"answer\":\"Four themes emerged: (a) andragogy/empowerment, (b) student satisfaction, (c) promotion of a culture of reflective praxis, and (d) transformative learning.\"}]","From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research | PDF",1792077695,45]