Building a research culture: Interventions and innovations

Document Type

Article

Source Title

MIER Journal of Educational Studies Trends & Practices

Volume

4

Issue

2

First Page

344

Last Page

367

Publication Date

2024

Abstract

This study explored the promotion of research-based strategies and practices in Philip- pine public schools. The Department of Education supported this initiative by encour- aging teachers and school leaders to engage in research to develop evidence-based solu- tions. Using a phenomenological approach and action research design, the researchers examined the concepts of ”building” and ”research culture.” The research culture emerged as a way of life and part of the teacher’s identity, involving five key actions: becoming, experiencing, feeling, sustaining, and developing. These actions encom- passed the elements of forming a teacher-researcher identity, navigating challenging and positive experiences, investing emotions in research, and maintaining the cul- ture through various support mechanisms. The ’developing’ action highlighted the dynamic nature of research culture and continuous learning. The study introduced the MOVERS (Moving Research through Blended Learning Space) intervention in different schools, providing coaching and mentoring to teachers’ as they craft their concept paper presentations. This programme also addressed the challenges of con- ducting research during the new normal. Future research should consider measuring MOVERS’ impact after multiple iterations.

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Digitial Object Identifier (DOI)

10.52634/mier/2024/v14/i2/2667

Disciplines

Educational Assessment, Evaluation, and Research

Keywords

Research—Methodology

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