International Journal of Pedagogics
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VOLUME
Vol.05 Issue01 2025
PAGE NO.
1-6
Addressing the Decline in Teaching Professionalism:
Empowering Educators to Improve Pedagogy Through
Action Research
Ethan Davis
Faculty of Education, Monash University, Clayton, Australia
Ava Johnson
Faculty of Education, Monash University, Clayton, Australia
Received:
03 January 2025;
Accepted:
02 February 2025;
Published:
01 March 2025
Abstract:
The de-professionalisation of teaching, characterized by diminishing teacher autonomy, increasing
standardization, and external accountability pressures, has raised significant concerns in educational circles. This
phenomenon not only affects the morale of teachers but also impacts the quality of education. To counteract this
trend, action research serves as a powerful tool that can empower teachers, improve their pedagogical practices,
and provide them with opportunities for professional development. This paper explores the potential of action
research in enhancing the professionalism of teachers and fostering an environment conducive to continuous
improvement. By reviewing literature and highlighting practical examples, the article advocates for integrating
action research as a key approach to reinstate teacher professionalism and enhance educational outcomes.
Keywords:
Teaching Professionalism, Educator Empowerment, Pedagogical Improvement, Action Research,
Teacher Development, Professional Growth, Instructional Strategies, Classroom Practices.
Introduction:
Teaching, once regarded as a highly
autonomous
and
respected
profession,
has
increasingly faced challenges in maintaining its status
due to a range of factors that contribute to its de-
professionalisation. With the rise of standardized
testing, prescriptive curriculum frameworks, and
external performance audits, many educators report
feeling sidelined in decision-making processes that
directly affect their classrooms. Consequently, teacher
autonomy, creativity, and professional identity have
been undermined.
Action research, however, offers a promising solution.
By enabling teachers to investigate and improve their
own practices through systematic inquiry, action
research restores a sense of control and professional
dignity. It encourages teachers to become reflective
practitioners who engage in ongoing professional
growth, ultimately improving their pedagogy. This
paper aims to address how action research can be a
crucial tool in responding to the de-professionalisation
of teaching and enhancing the overall quality of
education.
METHODS
The research for this paper adopts a qualitative review
approach. A comprehensive literature search was
conducted to identify key studies, reports, and articles
that discuss both the de-professionalisation of teaching
and the role of action research in counteracting these
trends. Peer-reviewed journals, books, and educational
reports published within the last two decades were
examined to ensure that the information was relevant
and current. The findings were then synthesized to
draw conclusions about how action research can
empower teachers and improve pedagogy.
his paper adopts a qualitative research methodology to
explore the role of action research in responding to the
de-professionalisation of teaching. The goal of the
research is to synthesize existing literature and
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International Journal of Pedagogics (ISSN: 2771-2281)
evidence on both the negative effects of de-
professionalisation and the ways in which action
research can serve as a solution. Specifically, the
methods used in this paper include a literature review,
which involves the systematic search and analysis of
peer-reviewed
academic
articles,
books,
and
educational reports.
1. Literature Search and Selection Criteria
The first step in the research process involved
conducting a comprehensive search for relevant
literature. This was done through several academic
databases, including JSTOR, ERIC, Google Scholar, and
ProQuest, as well as through key educational journals
and publications that focus on teaching practices,
professional development, and educational research.
The selection criteria for the literature included:
•
Articles published within the last 20 years,
focusing on both de-professionalisation and action
research in education.
•
Peer-reviewed journal articles, books, and
reports from recognized educational organizations to
ensure credibility.
•
Literature addressing various aspects of
teaching,
including
empowerment,
pedagogical
improvement, professional identity, and autonomy.
•
Studies that examine the impact of action
research on teacher practices, motivation, and
collaboration within the school environment.
Keywords such as “de
-
professionalisation of teaching,”
“teacher empowerment,” “action research in
education,” “professional development,” and “teacher
autonomy” were used to filter relevant articles.
2. Data Collection and Analysis
Once relevant articles were identified, the next step
involved extracting key information from each source.
These included:
•
The definitions and indicators of de-
professionalisation in teaching.
•
Examples of action research initiatives in
various educational contexts.
•
Findings from studies that highlight the
benefits of action research on improving teaching
practices, professional growth, and teacher morale.
•
Discussions on how action research promotes
teacher autonomy, collaboration, and a reflective
approach to pedagogy.
A thematic analysis was used to identify common
themes across the literature. This process involved
reading and re-reading the texts to identify recurring
concepts and categorizing them into overarching
themes. The themes were then further analyzed to
assess how action research can address the challenges
posed by de-professionalisation. The key themes
identified were:
•
Empowerment and autonomy through action
research.
•
Professional
growth
and
pedagogical
improvements.
•
The collaborative nature of action research in
creating learning communities.
•
The contextual relevance of action research in
addressing classroom-specific issues.
3. Synthesis and Interpretation
After the thematic analysis, the findings were
synthesized into a coherent narrative to provide
insights into the ways action research can counteract
the negative effects of de-professionalisation. The
synthesis involved comparing different case studies,
reports, and theoretical perspectives, highlighting the
practical applications of action research in various
educational settings. Additionally, the paper discussed
the potential barriers and challenges that teachers face
when attempting to engage in action research,
including time constraints, lack of institutional support,
and
insufficient
professional
development
opportunities.
4. Critical Evaluation
Finally, a critical evaluation was conducted to assess
the overall effectiveness of action research in
addressing de-professionalisation. This included
identifying any gaps in the current literature, such as
the need for more large-scale studies on the long-term
impact of action research on teacher professionalism.
The limitations of action research as a tool, such as
potential teacher burnout or difficulty in measuring its
outcomes, were also discussed.
By using this detailed method of literature collection,
analysis, and synthesis, the paper aimed to offer a
comprehensive understanding of the role that action
research can play in empowering teachers and
improving their pedagogy. The insights gained from the
literature review will serve as a foundation for the
discussions on how action research can act as a vital
tool in restoring professionalism and enhancing the
teaching profession in the face of external pressures.
RESULTS
The review revealed several key findings that
underscore the value of action research in responding
to the de-professionalisation of teaching:
1.
Teacher Empowerment: Action research allows
teachers to take ownership of their professional
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development. By designing and conducting their own
inquiries, teachers become active agents in shaping
their teaching practices. This sense of autonomy
directly counters the effects of de-professionalisation,
which often strips teachers of decision-making power.
2.
Improvement
of
Pedagogical
Practices:
Teachers who engage in action research report
significant improvements in their pedagogical skills.
The process of identifying areas for improvement,
implementing changes, and reflecting on outcomes
encourages continuous professional growth. The
iterative nature of action research ensures that
teachers refine their methods over time.
3.
Collaborative Learning Communities: Action
research fosters collaboration among teachers,
creating communities of practice where educators can
share insights, challenges, and successes. This
collective approach enhances the overall teaching
environment and promotes mutual support, which can
be particularly beneficial in the face of external
pressures that contribute to de-professionalisation.
4.
Increased Teacher Motivation and Job
Satisfaction: Teachers involved in action research often
experience increased motivation and job satisfaction.
The process of inquiry empowers them to see the direct
impact of their work on student learning, which
enhances their sense of professional accomplishment.
5.
A Focus on Contextual Relevance: Action
research allows teachers to investigate problems
specific to their own classrooms or school contexts.
This ensures that the solutions they develop are
relevant and meaningful, unlike top-down policies that
may not consider the unique needs of individual
educators.
DISCUSSION
The findings suggest that action research can be an
effective strategy for reversing the trend of de-
professionalisation in teaching. By giving teachers the
tools to critically evaluate their own practices, action
research fosters a culture of reflective practice that
counters the external forces that limit teacher agency.
It also aligns with contemporary educational priorities
such as personalized learning, professional learning
communities, and teacher-driven innovation.
However, the success of action research depends on
certain factors. Teachers need adequate training in
research methods, a supportive environment, and time
to dedicate to inquiry. School leadership plays a crucial
role in providing the necessary resources and fostering
a culture where teachers feel empowered to engage in
action research. Additionally, policy reforms that
prioritize teacher autonomy and professional growth
are essential for maximizing the impact of action
research.
The findings from the literature review strongly suggest
that action research holds significant potential in
addressing the de-professionalisation of teaching, a
phenomenon that has emerged in response to
increasing external accountability pressures, rigid
curricula, and standardized testing. The process of
action research empowers teachers to take ownership
of their practices, encourages reflective thinking, and
creates an environment that fosters continuous
professional growth. In this section, we explore the
broader implications of these findings and discuss both
the benefits and limitations of using action research to
combat the de-professionalisation of teaching.
1. Reclaiming Teacher Autonomy
One of the most profound benefits of action research is
its capacity to restore teacher autonomy. As the
teaching profession has become increasingly regulated
and externally controlled, many educators have
expressed a sense of disempowerment. Teachers often
find themselves bound by prescriptive curricula and
performance assessments that leave little room for
personal initiative or creative approaches to pedagogy.
Action research, by contrast, allows teachers to take an
active role in identifying issues within their own
classrooms and developing context-specific solutions.
The autonomy embedded in action research helps
counter the de-professionalisation trend, as it gives
teachers the ability to design and implement research
projects that are relevant to their unique teaching
situations. It encourages them to be problem-solvers,
critical thinkers, and innovators in their own
classrooms, empowering them to explore new teaching
strategies, adjust their methods based on evidence,
and adapt to the needs of their students. Teachers who
engage in this type of research feel more confident in
their professional identity and more invested in their
work, as they are directly involved in shaping the
direction of their teaching practices.
However, reclaiming autonomy through action
research is not without challenges. Teachers may
encounter institutional resistance, lack of time, and
insufficient support from school leadership. Effective
action research requires a conducive environment that
values teacher autonomy and professional inquiry, as
well as providing resources such as research training,
planning time, and access to collaborative networks.
Thus, a culture of support from educational leadership
is critical in empowering teachers to embrace action
research.
2. Enhancing Pedagogical Practices Through Reflection
and Iteration
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Action research is fundamentally rooted in the
principles of reflective practice and continuous
improvement. Teachers conducting action research
regularly assess and refine their teaching strategies,
which leads to tangible improvements in pedagogy.
This iterative process
—
where teachers identify a
problem, implement a solution, collect data, and assess
outcomes
—
mirrors best practices in professional
development and aligns with the idea that teaching is a
dynamic and evolving practice.
The reflective nature of action research also helps
teachers critically examine their own assumptions,
biases, and methodologies, fostering a deeper
understanding of their teaching practices. This process
can lead to more personalized, student-centered
approaches to teaching, as teachers become more
attuned to the diverse needs and learning styles of their
students. In the context of the de-professionalisation of
teaching, which often forces teachers to conform to
uniform practices dictated by outside authorities,
action research offers a way to break free from this
one-size-fits-all mentality. Teachers are empowered to
test new methods, make data-driven decisions, and
adapt their pedagogy to suit the context and needs of
their learners.
While action research has the potential to significantly
enhance teaching practices, it is important to
acknowledge that the process of reflection and change
can be challenging. Teachers may face difficulties in
gathering and analyzing data, interpreting results, or
implementing changes effectively. Furthermore, the
constant cycle of reflection and modification can lead
to feelings of professional fatigue or burnout if not
managed carefully. To prevent this, it is essential for
teachers to engage in action research within supportive
professional communities where they can share
experiences and strategies, thereby reducing the
individual burden.
3. Fostering Collaborative Learning Communities
A key aspect of action research is its collaborative
nature. Although action research is often initiated by
individual teachers, it encourages collaboration with
colleagues, school leaders, and even students.
Teachers engaged in action research often form
communities of practice
—
groups of educators who
work together to share insights, discuss challenges, and
collectively solve problems. This collaborative learning
environment fosters peer support, professional
exchange, and the creation of a shared knowledge base
that benefits the entire school community.
In the context of de-professionalisation, where
teachers may feel isolated or disconnected from the
decision-making processes in education, action
research offers a pathway to collective empowerment.
By working together on research projects, teachers can
support each other’s growth and advocate for changes
that reflect the realities of their classrooms.
Additionally, action research encourages a culture of
shared accountability, where teachers are responsible
not only for their own professional development but
also for the development of their peers.
However, the effectiveness of collaborative action
research can be hindered by structural issues, such as
rigid school schedules, insufficient professional
development opportunities, or a lack of institutional
encouragement for teacher collaboration. If action
research is to flourish in schools, it is important that
school leadership actively supports collaborative
initiatives and provides time and space for teachers to
work together on research projects.
4. Addressing Contextual Relevance and the Specificity
of Teacher Needs
A distinguishing feature of action research is its focus
on contextual relevance. Unlike external policies or
top-down educational reforms, action research is
tailored to the specific needs of individual teachers,
their classrooms, and their students. Teachers who
engage in action research focus on local issues
—
whether it’s improving classroom manag
ement,
exploring innovative teaching methods, or addressing
learning gaps
—
ensuring that the solutions they
develop are directly applicable to their own situations.
This focus on context is particularly important in
responding to the de-professionalisation of teaching,
which often involves implementing generalized
solutions that may not be suitable for every educational
setting. By conducting research in their own
classrooms, teachers can gather meaningful data,
analyze specific challenges, and apply interventions
that are rooted in the realities of their teaching
environment. This ensures that their efforts are not
only relevant but also have a direct impact on student
learning.
However, while the focus on contextual relevance is a
strength, it can also limit the generalizability of action
research findings. What works in one classroom or
school may not work in another, and teachers must be
cautious when applying their findings to broader
educational contexts. To mitigate this, educators
engaged in action research can share their findings with
colleagues and contribute to the growing div of
knowledge within professional learning communities,
thereby allowing others to adapt successful strategies
to their own contexts.
5. Addressing Potential Barriers to Action Research
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International Journal of Pedagogics (ISSN: 2771-2281)
While the benefits of action research are clear, several
barriers can prevent its widespread implementation.
Time constraints are one of the most significant
obstacles, as teachers already face heavy workloads
due to lesson planning, grading, and classroom
management. Action research requires dedicated time
for planning, data collection, analysis, and reflection,
which may be difficult to accommodate within the
typical school day.
Additionally, teachers may lack the necessary research
skills or resources to conduct thorough action research
projects. Training in research methods and data
analysis is essential to ensure that teachers can engage
in action research effectively. Without adequate
professional development, action research can become
an overwhelming task rather than a meaningful
professional growth opportunity.
Institutional support is another key factor in the
success of action research. School leaders must be
willing to recognize the value of action research and
provide the necessary resources, including time,
mentorship, and opportunities for collaboration.
Policies that prioritize teacher autonomy and
professional development are essential in creating an
environment where action research can thrive.
The discussion highlights the potential of action
research to empower teachers and enhance pedagogy,
particularly in response to the de-professionalisation of
teaching. By restoring teacher autonomy, fostering
reflective practices, encouraging collaboration, and
focusing on contextual relevance, action research
offers a promising pathway for teachers to reclaim their
professionalism and improve the quality of education.
However, to fully realize its benefits, action research
must be supported by institutional structures that
encourage teacher autonomy, provide professional
development opportunities, and foster a culture of
collaboration and continuous improvement.
CONCLUSION
In the face of the de-professionalisation of teaching,
action research provides a compelling way for
educators to regain control over their professional
development and improve their teaching practices. By
empowering teachers to engage in systematic inquiry,
this approach fosters a sense of autonomy, enhances
pedagogical skills, and creates collaborative networks
of educators. Ultimately, action research is not only an
effective tool for professional growth but also a means
of reinstating the professionalism of teaching, ensuring
that educators can continue to deliver high-quality
education in a rapidly changing world. To realize the full
potential of action research, it is critical that schools,
policymakers, and educational leaders support
teachers in their inquiry efforts, making professional
development an integral part of the educational
experience.
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