INSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO ISCED-HUÍLA DEPARTAMENTO DE LETRAS MODERNAS

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INSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO
ISCED-HUÍLA
DEPARTAMENTO DE LETRAS MODERNAS
SECÇÃO DE INGLÊS


Projecto Apresentado para o Trabalho de Obtenção do Grau de Licenciado no Ensino de Inglês


TÍTULO:
Action Research as a Professional Development Tool: EFL Teacher Trainers' Views at Escola de Magistério Nº57 ''Patrice Lumumba ''of Moçâmedes
Curso: Linguistica/Inglês

Por: José Augusto Faienda Wanina
Tutor: Joaquim Sapalo Castilho Cacumba

Lubango, Março de 2017

GENERAL AREA IN WHICH YOU WISH TO WORK ON YOUR RESEARCH STUDY
Teacher Professional Development.
WHAT IS YOUR RESEARCH TOPIC?
Action Research as a Tool for EFL Professional Development.
WHAT IS THE PROBLEM YOU HAVE ENCOUNTERED IN THIS TOPIC THAT NEED(S) TO BE INVESTIGATED?
Generally, the process of action research as a professional development tool in education is not only viewed negatively for teachers of developing or underdeveloped nations, but also for developed nations. Study, carried out by (Sahragard F. D., Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case Study, 2015) on the impact of Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A Case Study, revealed that in the Irania,''Most of the language teachers participating in this study were familiar with the basic principles of action research via instructions that they had received in their in-service courses and workshops. Nevertheless, they did not utilize it in their classes and regarded it as the duty of professional researchers not teachers''). Following Rossiter (2001 in op. cit.) argues that because of many difficulties that teachers may encounter in doing classroom research, the decision of many of them is to abandon the task altogether. Teachers' beliefs about … action research in particular may cause them to abandon the procedure… As the results of this study showed, participants in this study did not use action research in their classes because they regarded it as the duty of expert researchers. This puts forward the construct of teachers' mentality as an important factor in determining teachers' beliefs and the relevant practices in the classrooms. Teachers' philosophical mentality regarding research may have a direct relationship with what they actually perform in their classrooms. Similarly In years 2015 and 2016 I could realize and confronted with situations in which doing action research in the classroom is likely to be misunderstood by teacher trainers at Escola de Magistério Nº57 ''Patrice Lumumba ''of Moçâmedes. Besides, I also could notice that most of them are not willing to grow professionally. As matter of fact, consequences emerged such as, teachers often tend to relay, look and wait for the experts to provide the solutions to their own classroom practices problems. The majority of teachers are likely to neglect the impact of doing action research on their carriers as teacher educators and trainer teachers. The majority of teachers are likely not to manage their teaching learning problems through action research. Lack of willing to grow professionally tends to persist and contribute for the absence of action research as a tool for professional development and consequently as a means to overcome some classroom practice problems which may affect negatively the students' outcomes. These negative views may be stemmed from various problems as such lack of time, support and research skills to name only a few (Negi, 2016).
WHAT IS THE PURPOSE OF YOUR RESEARCH STUDY?
The purpose of this study is to explore the teacher trainers' views about the use of Action Research as a Professional Development Tool at Escola de Magistério Nº57 ''Patrice Lumumba ''of Moçâmedes, Namibe.
WHAT ARE THE OBJECTIVES OF YOUR RESEARCH STUDY?
This research specifically will seek to investigate the following objectives:
To explore the teacher trainers' views about Action Research as a Tool for EFL Professional Development.
To Identify the major factors that affect the teacher trainers' views about Action Research as a Tool for EFL Professional Development.
To suggest strategies for English teacher trainers of Magistério school Nº57 ''Patrice Lumumba '' at Moçâmedes in Namibe to use action research as a tool for professional development..
To encourage teacher trainers at Magistério Nº57 ''Patrice Lumumba '' school of Moçâmedes, Namibe to solve their classroom problems by using action research..




WHAT ARE THE RESEARCH QUESTION(S) THAT YOUR RESEARCH WILL TRY/SEEK TO ANSWER?
This study will attempt to answer the following questions:
(a) What are the teacher trainers' views about Action Research as a Tool for EFL Professional Development?
(b) What are the factors that affect teacher trainers' views about conducting action research as a tool for professional development at Magistério school Nº57 ''Patrice Lumumba '' of Moçâmedes, Namibe ?
(c) What strategies should teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe use to conduct action research as a tool for professional development?
(d) How should we encourage teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe use to conduct action research as a tool for professional development ?
WHAT HYPOTHESES (IF ANY) WILL YOUR RESEARCH TRY/SEEK TO TEST?
As an attempt of the research questions I have decided to formulate this following hypothesis. As teachers' beliefs or views play an important role in determining their teaching practices, Magistério school teachers' beliefs or views about action research can influence their use of action research as a tool for professional development.
HOW SIGNIFICANT OR RELLEVANT IS THIS STUDY (FOR THE PARTICIPANTS IN THIS STUDY, FOR POLICY-MAKERS, FOR OTHER RESEARCHERS, AND FOR YOU)?
Firstly, the study is important for the participants for the following reasons:It may possibly help teacher trainers to determine the needs of their students by doing action research and consequently to satisfy their interests. The study tends to equip the trainers of Magistério school Nº57 ''Patrice Lumumba ' of Moçâmedes,Namibe to deal successfully with whatever EFLT classroom practice problems. It may lead the teacher trainers to a process of critical reflective teaching whose result may be professional competence or development. I also suppose, this study will provide teachers and teacher trainers with a wider repertoire of responses to be considered as they re-evaluate and reflect on their own instructional practices. Secondly, the study is significant for the policy - makers because it tends to serve them as a guideline on how to design the instructional syllabus, create effective classroom materials, and implement practical and productive teaching procedures. It will be equally important for course designers, material producers (text book writers, training manual developerset.) and all other professionals directly or indirectly involved in ELT including the reserachers in the field of reflective practices. In addition this research may serve as a guidance to evaluate the impact of having action research at university i.e. METODOLOGIA de INVESTIGAÇÃO ACÇÃO, whose abbreviation should be MIA; as one of the subject in year three for Angolan context and assist it to develop appropriate training program or curriculum to help INSET,PRESET and OUTSET teachers improving their classroom practice and professional development. Thirdly, the study is relevant for other researchers in that, it can serve as their starting point for future studies in the area of Research in EFLT , so that they may improve in broad and narrower sense the quality of EFLT classroom practice and grow professionally. It also may serve them as mirror which will enable them to find out the possible EFLT classroom concerns and to be able to deal with them successfully. Besides, it can provide them a space to take time to reflect on how they have been doing action research in EFLT classrooms through this process. Finally, I found this study important for Me for three reasons:
As a human being (person), because it can help me raising awareness on how, when, and for what purposes should I do an efficient and effective action research in EFLT classroom which may enhance me to professional development.
As a Teacher/Professional: The study is relevant for me as a teacher/professional in a way that it is intended to equip myself with effective to conducting an action research in an EFLT classroom in order to gain more received and experienced knowledge on teaching as well as learning in EFL. Meanwhile, it will boost me to become a reflective teacher, research teacher of my learning and teaching classroom practice. Thus, as the time goes by I will become a competent professional within my career in the teaching, learning, training others such as, INSET, PRESET and OUTSET teachers to improve their classroom practice and professional development.
As a Researcher or/and an Academic: The study is significant for me as a Researcher/Academic, because carrying a research in the dimension like this, I am likely to improve my reading and writing skills, reading and writing strategies , research skills and strategies, as well as my critical thinking. And this study will also drive me to obtain the end of course paper for my thesis defense at ISCED – HUÍLA and get further steps for my professional growth, in the practice of teaching, learning and future research.
9. WHAT WILL BE THE MAIN CONTENTS OF YOUR RESEARCH PAPER (i.e. CHAPTERS, SECTIONS, AND SUBSECTIONS)?
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
INTRODUCTION
DEFINITION OF TERMINOLOGIES
CHAPTER ONE LITERATURE REVIEW

Teachers' views about action research as a tool for professional development
Teachers' beliefs about research and action research
Teachers' beliefs about solving classroom problems
Processes of action research
The implications of action research in teacher education
Types of research
2.1 Basic research
Applied research
Practical research
Action research
Tradicional research
Types or action research
Individual teacher research
Collaborative action research
School-wide action research
District-wide action research
4. Traditional vs. Action research
4.1 Reflective teaching vs. Action research
4.2 Teacher researcher vs. Action research
4.3 Classroom research vs. Professional development
5. Professional development
Conducting action research in teacher education
7. Factors that influence action research in EFL classrooms
7.1 Lack of time.
7.1.1 Lack of expertise.
7.1.2 Lack of ongoing support.
7.1.3 Fear of being revealed as an incompetent teacher.
7.1.4 Fear of producing a public account their research for a wider
audience.
8. Approaches for doing action research in teaching education.
Qualitative and quantitave approaches
Interactive framework approach
Doable action research approach
Collaborative action research approach
School-based action research approach
Single-subject approach
The A-B-A-B approach
Spiraling approach
Cycle approach
Helix (Look, Act, Think ) model/approach
9. Ethical issues and action research
9.1. Overview
9.1.1 Methods and setting
9.1.2 Subjects and subjectivity
9.1.3 Risks and benefits
9.1.4 Ethical questions specific to 'insider' research
9.1.5 Golden rule
9.1.6 Strengths and weaknesses of action research
CHAPTER TWO: RESEARCH METHODOLOGY
Methodology
Participants
Period of study
Methods
Results
Teacher trainer trainer questionnaire
Teacher trainee questionnaire
CHAPTER THREE: ANALYSIS AND DISCUSSION
Teacher trainer trainer questionnaire
Teacher trainee questionnaire
A proposal program to implement ARM (action research methodology) as a subject.
Conclusion and Recommendations
Appendices
Bibliography
10.PRESENT A PRELIMINARY LITERATURE REVIEW OUTLINING DIFFERENT POSITIONS/APPROACHES IN THE FIELD.
INTRODUCTION
Doing action research at Training Teacher School secondary level to improve classroom practice and professional development should be as little as possible, due to the fact that teaching and learning EFL involves many challenges and concerns. Meaning that Language teachers should do their best to overcome them by themselves. In other words, they should manage their teaching and learning constrains through action research , in order to better and achieve high language teaching and learning as well as to improve the classroom practices and to enhance teachers to professional growth. However, the reality tends to be completely different from what we expected to teachers of Magistério school Nº57 ''Patrice Lumumba ' of Moçâmedes, Namibe. Anyone teaching at secondary level specially at Training Teacher school may face the same situation which would interrogate him/herself Why doing action research to improve an EFLT classroom practice and grow professionally tends to be viewed negatively.
This study aims to explore the teacher trainers' views about the use of Action Research as a Tool for Professional Development at Escola de Magistério Nº57 ''Patrice Lumumba ''of Moçâmedes, Namibe.
As an attempt of the research question I have decided to formulate the following hypothesis. As teachers' beliefs or views play an important role in determining their teaching practices, Magistério school teacher trainers' beliefs or views about action research can influence their use of action research as a tool for professional development.
DEFINITIONS OF TERMINOLOGIES
The term action research has been regarded by many experts in the field of academic education research . (Burnaford M. V., 2016), reported in Burns, (Burns, 1999), (Ferrance, 2000), Burns 1999 in (Sahragard F. D., Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case study, 2015), (Nunan, 2006), (Anna Uhl Chamot, 2011; Sahragard F. D., 2015), (Vula E. , 2010), (Wallace, 1991), (Hine, The Importance of action reserach in teacher education programs, 2013), (Savaskan I. P., 2013), (Zeni, 1998), (Burnaford M. V., 2016), (Negi J. S., 2016) and many others have drawn their attention on how action research should be defined as well as how they may relate to other concepts such as, teacher research, classroom research, professional development, teachers's beliefs or views, reflective teaching or practice and others relevant terms.
According to the (Farrel, 2007), argues that action research is different from usual research conducted by academics, and while academic research is valuable in its own terms, it often has little practical application for practicing teachers. Meaning that the traditional research is broader than the former type of research. Then it can meet teachers and students' needs directly. As consequence the results of the traditional research does cause any significant changes in teacher education. Meanwhile, Gebhard in Kral 2004: 38 defines it as … self – reflective enquire initiated by teachers for the purpose of improving their classroom practices… . In addition, Richards and Schmidt ibid., assert that it may be understood as … the teacher – initiated classroom research that seeks to increase the teacher understanding of classroom teaching and learning in order to bring about some improvements in classroom practices … (p.8).Through these definitions, we can realize that they converge and diverge, i.e. there are some similarities and differences . In terms of similarities Gebhard, Richards and Schmidt defend that classroom, action and teacher research focus on teacher as being the promoter of the investigations. He/she is the one who may start to inquire about his/her teaching and classroom problem practices. Besides, the center of the study is the classroom practice. Though these commons aspects, action research differ from teacher research since the latter can be included the specific investigations which may help to understand the teachers' role within their own classrooms, whereas the former can lead to understand how to improve the classrooms practice observations.
While, Richards and Schmidt ,2010: 586, defines teachers' beliefs as a system in language teaching, ideas and theories that teachers hold about themselves, teaching, language, learning and their students. Teachers' beliefs are thought to be stable constructs derived from their experience, observations, training and other sources and serve as a source of reference when teachers encounter new ideas, sometimes impeding the acceptance of new ideas or practices. Beliefs also serve as the source of teachers' classroom practices. Beliefs form a system or network that may be difficult to change. In teachers education a focus on belief systems is considered important since teacher development involves both the development of skills and knowledge as well as development or modification of belief systems.
Teachers' beliefs are thought to have a profound influence on their classroom practices. Un understanding of this relationship is important for the improvement of teachers' professional preparation and the successful implementation of new curricula. (Kuzborska, 2011)
On the other hand, (Murray, 2010) 3,Vol. 48, defines professional development as an ongoing process, one that evolves as you assess and reexamine your teaching beliefs and practices. This concept also has to do with teacher development. Richards and Schmidt suggest that it is the professional growth a teacher achieves as a result of gaining increased experience and knowledge as well as examining his/her teaching systematically (2010:587).They continue claiming that teacher development describes the teachers looks by and initial training and deals with the on – going professional development of teachers particularly in in-service education programs. This includes a focus on teacher self – evaluation, investigation of different dimensions of teaching by the teacher. (ibid. p. 587) Following these lines, It is crystal – clear to see that the definitions agree. For them professional development is described as a continues action or process towards teachers progress classroom practices. The goal of this process is to get high quality of teaching and learning.
Whereas, Burns, 1999 in (Sahragard F. D., 2015) maintains, the key to educational development at any level lies in the improvement of teaching. Language teachers are at the heart of language education and learning. What they do in the classroom is a reflection of what they know and believe about issues related to their professional practices. In the same way Goldman (1986:42, in ibid.) showed that some teachers hold beliefs which enable them to make crucial decisions on changing traditional classroom practices. These teachers can create innovations and changes in education, especially if they employ reflective practices and receive right professional support for their efforts. They tend to be more concerned with developing their own professional competence, helping other colleagues to improve and creating change in the curriculum. We can realize from these experts that exploring teacher trainers' views regarding the doing of action research as tool for professional development is relevant, because through this we can make aware about their perceptions on this process and help them where necessary. Thus, conducting this study in order to explore or find out the teacher trainers' views at Magistério school nº57 ''Patrice Lumumba'' of Moçâmedes about action research as a tool for professional development is needed. Meanwhile the next section of our literature review will focus on some studies related to this issue in order to help us to know other experts have reported on teachers' views or beliefs towards action research as tool for professional development in order to contextualize our research questions.

TEACHERS' BELIEFS (VIEWS) ABOUT ACTION RESEARCH AND AS A TOOL FOR PROFESSIONAL DEVELOPMENT

According to Chou, Wang and Ching (2012:7) Action research has been used in many areas, where an understanding of complex social situations has been sought in order to improve the quality of life. Kurt Lewin; often cited as the originator of action research, used the methodology in his work with people affected by post–war social problems (Mckernan, 1991). Action research approaches to educational research were adopted in the late 60s and early 70s by the teacher – researcher movement in the secondary education sector. Its combination of action and research had contributed to the attraction to researchers, teachers, and the academic community alike (Cohen, Manion, & Norrison, 2007). However, a study conducted by (Sahragard D. a., 2015) related to the Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A Case Study, in which participated a group of 89 English teachers who answered the items of a questionnaire which explored their beliefs about action research. In-depth interviews were also conducted with three participants to complement data. The results showed that this group of teachers regarded action research as one of the types which is the duty of professional researchers not teachers. ''Most of the language teachers participating in this study were familiar with the basic principles of action research via instructions that they had received in their in-service courses and workshops. Nevertheless, they did not utilize it in their classes and regarded it as the duty of professional researchers not teachers. Hence, from this study we may understand that some teachers believe that the use of action research in teacher education is the job of experts, not of teachers. It may be crystal-clear that of the causes for misconceptions or negative views to conduct action research in an EFL classroom at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe may lay on their beliefs regarding who should conduct it. They may think that their jobs are only teaching and not conducting research. Then they may not be aware about their all roles as English Language teacher trainers. Furthermore, the results of this study also revealed that another source of difficulty which hinders teachers from performing classroom research including action research and that is beliefs which they had formed about research in general action research in particular. When the teachers conceptualize (view) action research as the duty of professional academic researchers, they will not regard it as a possible solution for improving the quality of teaching-learning process in their classes. Likely, Following Rossiter (2001 in op. cit.) argues that because of many difficulties that teachers may encounter in doing classroom research, the decision of many of them is to abandon the task altogether. Teachers' beliefs about … action research in particular may cause them to abandon the procedure… As the results of this study showed that, participants did not use action research in their classes because they regarded it as the duty of expert researchers. This puts forward the construct of teachers' mentality as an important factor in determining (exploring) teachers' beliefs and the relevant practices in the classrooms. Teachers' philosophical mentality regarding research may have a direct relationship with what they actually perform in their classrooms.
On the other hand, a study conducted by (Nunan, Action Reserach and Professional Growth, 2006) goes stating that'' many who have had minimal contact with research come to the project with the mistaken idea that research must necessarily involve number crunching. Ironically, it is this notion that lies behind much of the trepidation that teachers feel about doing action research''. Most of the teachers are not always encouraged to add reflective teaching and action research to their professional armory.
… It is often heard that many practicing classroom teachers are too busy to read research studies, let alone conduct research. For many practitioners, research appears to be a complex set of steps too difficult and time – consuming for classroom teachers to participate in or lead. Teachers who are immersed in their own classroom, NB.: may find research irrelevant because there is little research written by practicing teachers, and many times it does not relate to the daily activities in classrooms (Ferrance, 2000; MacBee, 2004). . And this negative teachers' views may also affect the teacher trainers' views of Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe, though they have a lot or a little received knowledge about conducting Action Research as a Tool to improve classroom practices as well as for EFL Professional Development. Meanwhile, teachers should be encouraged during in- and pre-service training in way that they perceive the real nature and the importance of this process for their teaching practices as well as professional development.
We can grasp from this study that since some teachers negative views towards action research as a tool for professional development, may stem from many sources . Therefore, bearing in mind these constrains we can hypothesize that they may also be held by teacher trainers' views of Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe. Hence, they should be encouraged or motivated to view it as key tool for their professional growth. That is why this is one of the issue namely, ''How should we encourage teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe to use action research as a tool for professional development?'' which this study will seek answer. This question may be answered by the research conducted by (Negi j. S., 2016) whose participants were population of 46 teachers teaching at secondary level were purposively selected fro 46 different schools of Baitadi district in the Far Western part of Nepal. out of 46 teachers 44 teachers responded the questionnaire. The result showed that one of the major reasons that make teachers view negatively action research as a tool for professional development lays on lack of research skills, practice and support (encouragement). Therefore, he suggested to possible solutions to encourage teachers to have positive beliefs towards action research as a tool for professional growth such as:
The initial stage teachers should be encouraged to solve their problems in the informal group discussion among colleagues without any complicated written report.
Teachers should be encouraged to combine their teaching and research activities together.
Likely, (Sahragard D. a., 2015) propose similar strategies such as,
Teachers should be submitted in trainings in form of workshops, or in-service courses in order to familiarize the with formal concept of action research and its powerful effect in solving their everyday problems in classrooms and in developing their professional competences.
As teacher teachers' beliefs are important factors in determining their practices and action teachers' positive beliefs about action research and its strong effect on teaching should also be encouraged.
Hence, we think that these four above recommendations may be used to encourage the teachers trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe to have positive views about action research as a tool for professional development.


FACTORS THAT INFLUENCE ACTION RESEARCH

Whereas Dornyei (2007) cited in op. cit., proposes three reasons (factors) for the fact that teachers usually do not use action research in their classes. These reasons include language teachers lack of time, incentives, and professional expertise in the area of research In addition, a study led by (Nunan, Action Reserach and Professional Growth, 2006) on the matter about Action Research and Professional Growth whose participants were group of high school LOTE (Languages other than English) teachers. They taught a wide range of languages including Spanish, Italian, Vietnamese, Indonesian, and Greek. This group kept diaries and journals of their experiences during the semester-long project. Among the issues that he asked them to document were the challenges, problems, and pitfalls that they encountered along the way. A content analysis of their records at the end of the semester revealed five major areas of concern such as, lack of time, lack of expertise, lack of ongoing support, fear of being revealed as an incompetent teacher and fear of producing a public account their research for a wider ( unknown) audience. Therefore, these may be some of the factors that avoid teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe to conduct action research in their EFL classrooms.
For example, a very suitable, relevant, and credible study conducted by (Negi J. S., 2016) on Improving Teaching through Action Research; Perceptions, Practices and problems (3Ps): Voices from Secondary Level Teachers in an EFL Context, whose the main aim was to explore or to find out the perceptions (views), practices and problems of conducting action research in an EFL context of Nepal. It was a survey; the sample population of 46 teachers teaching at secondary level were purposively selected from 46 different schools of Baitadi district in the Far Western part of Nepal. Out of 46 teachers 44 teachers responded the questionnaire. It was used questionnaire in order to extract information regarding their perceptions (beliefs), practices and problems of conducting action research. The questionnaire was consisted of both open and closed ended questions. The result showed that although teachers were familiar with the basic concept of action research, they rarely practiced it due to various reasons or factors such as, NB.: lack of training on action research practicality, lack of research skills, and support from the principal and district education office, some teachers also stated that they had over loaded classes as a result they did not have time to conduct action research. Some of the teachers even mentioned that their job is teaching not conducting action research. They were also not confident that the findings of the action research could be very useful and applicable in the classroom teaching. The result also showed that large number of teachers were neither agreed nor disagreed to the statement, which can be generalized that they did not have even clear concept (belief) of action research and the importance of its practical implications.
We should like to highlight the factor lack of training on action research practicality, since this makes us to remember one of the implicit objective of this study namely ''to propose the implementation of Metodologia de Investigacção-Acção (MIA) or Action Research Methodology (ARM) as one of the subject of year three English curriculum or program of ISCED-HUÍLA. Because as the reason discovered by the above expert lack of training on action research practicality, may suggest that many EFL teachers do not have skills on conducting action research classroom practice problems to solve them and consequently to grow professionally in due of the lack of a specific subject at universities of Nepal. Thus, many teachers did not receive training in this area as the result they view negatively this process. Furthermore, a study conducted by (Sasvaskan, 2013) on Readiness for Action Research: Are Teacher Candidates Ready to Become an agent of Action Research? Whose participants were 40 voluntary candidates who were fourth/final year students in registered at Uludag University English Language Teaching Department in the 2012-2013 academic year. All of the teacher candidates under investigation had been acquainted with action research, notably in the 'Scientific Research Methods' course during the second semester of the second year and 'Methodology (Special Teaching Methods II)' course in the second semester of the third year of their teacher training education. Which investigated the English as a Foreign Language (EFL) teacher candidates' knowledge of action research in terms of: a-the aspects in which action research differs from traditional research methods, b-how action research can assist in improving professional development, and c-how action research should be carried out the classroom. The data collection for the present study consists of a questionnaire administered to a total of 40 teacher candidates and follow-up interview. The first part of the questionnaire is formed of 20 items relating to research characteristics. The second part of the questionnaire consists of five scenarios relating to a form of inquiry. The teacher candidates were asked to write an evaluation of the scenarios based on an action focus. Finally, follow-up interviews were conducted with the participants; they were asked to expand on the responses of the scenarios. The triangulated data analyses of the present study displayed that the candidate teachers NB.: awareness (i.e. beliefs) of action research still necessitates further support during the EFL teacher training program (the italicized is mine).The has also revealed that the teacher candidates in in addition to being slightly inadequately equipped about action research theoretically; they also never had the actual opportunity to practice such a research. If teacher candidates are not trained and are deprived the chance of practicing action research, they will not know to handle knowledge scientifically while investigating their own practice. Meanwhile, We think that the absence of a specific subject of action research methodology at ISCED-HUÍLA may be one of the main factor that influence the teachers' views at Magistério school Nº57 ''Patrice Lumumba '' of Moçâmedes, Namibe about action research as a tool for professional development, because though a unit of action research is studied in MICII, in- and pre-services teachers do not get aware about the importance of using action research as a tool for professional development. Thus, we can infer that lack of training on action research practicality, lack of research skills, and support from the principal and district education office, lack of confidence among teachers and awareness (i.e. beliefs) of action research may result from the lack of a specific subject of action research methodology at ISCED-HUÍLA in teacher training program and curriculum plan. Therefore, in line with the above studies, it is crystal-clear that the implementation of Metodologia de Investigacção-Acção (MIA) or Action Research Methodology (ARM) as one of the subject of year three English curriculum or program of ISCED-HUÍLA is pertinent. Since doing this, we think that it should be one of the strategies and way to encourage INSET, PRESET and OUTSIDET to hold positive views towards action research as a tool for professional development. This our point of views can be supported by two strategies recommended by Kuzu (2009) and Atay (2006), in (Sasvaskan, 2013):
As the case in Turkey, it can be recommended that teacher candidates registered in a faculty of education should be provided the opportunity to conduct action research in collaboration with their practicing school mentors and university supervisors. Through this opportunity, teacher candidates will have a real-life chance to conduct a real life scientific inquiry into finding a solution for the challenges that they have met in the classroom. Experience as such will not only develop the teacher candidates' effective usage of data and information emerging in the classroom, but also assist the teacher candidates' professional development in bringing the gap between his theory and his practice.
Based on the present study, another recommendation would be NB.: to integrate action research into the curriculum of English Language Teaching Programs. Kuzu (ibid.) suggested the integration of action research into the teachers training curriculum in the line with the changes adopted by the Turkish Higher Education Council in 2006. In order for teacher candidates to have further opportunities to conduct Development and Management' could also be offered in the English Language Teaching Program at Uludag University.
Another descriptive survey led by (Marie Paz E. Morales, 2016) on title Examining Teachers' Conception of and Needs on Action Research whose aim was to explore 300 basic (elementary and secondary) education teachers' conceptions of and needs on action research in their classrooms which may be barriers to implementing action research in their classrooms of the Philipine Department of Education, Division of city Schools-Manila. Their concepts about action research were investigated by a survey and interviews, which indicated that they had positive views about action research helping to develop student learning. Teachers' prior concepts on its long-lasting impacts transcend from instructional practice to addressing student problems. NB: Furthermore, their perceived moderate level of difficulty in conducting action research indicated some areas needing professional development programs, such as statics, data organization, literature searching, and writing reports. The study also revealed that though teachers had prior knowledge and skills in doing action research, they still felt they lacked certain skills for their complete immersion in AR. Besides, though most of the teachers had positive views towards AR, it is important to note that the teachers had the least agreement with the item that pertains to how they perceive or view themselves as teacher-researcher. Meaning that some of them think that they are only teachers, not researchers. Thus, they think that conducting action research is not their business or job. It is the job of experts and researchers. This same study also showed another factors that can affected negatively the teachers' perceptions or views such as:
Limited sources of theories due to limited Materials, books, articles.
How to gather valid and accurate data and information.
Gathering of data for the action research.
Anticipating to have problems collecting data.
Finding difficulties in gathering data and information from previous researches.
Time and financial availability.
Time because of work load.
Time constrain gathering of experimental data.
The difficulties in engaging action research time, health, money.
This study concluded that making presentation of the project and writing an article for publication came out as a major difficulty, even if they were not offered as a response to the open-ended question on difficulties. Perhaps the teachers were focused on thinking about problems that they would encounter while engaging in action research, and not after having conducted it, as the open-ended question prompted them to do.
Also, the bulk of the responses by the teachers pointed out that NB.: time and lack of financial support were their main difficulties and may be inferred as the underlying factor of all difficulties. Given the demanding nature of their job and workload, teachers have little time and energy left for research which, likewise a work of its own, is demanding time, energy, and commitment from individuals engaged in it. That time was found in the present research to be one of the difficulties of teachers in conducting reszerach confiorms the literature (Atay, 2006; Hancock, 1997; Taskeen, Shehzadi, Khan & Saleem, 2014; Vasquez (n.d); Vec & Rupar, 2015).
Meanwhile, Marie Paz E. Morales, ibid, pp.479-482, propose some strategies to overcome encourage, motivate and help the teachers to hold the right attitude towards the use of action research as a tool for professional development. Here they are:.
Reforms in workloads and financial support to teachers should be reiterated to achieve quality education through quality research by teachers.
To achieve optimal results AR (action research) has to offer, a complete understanding of all the facets of AR is necessity (.i.e. an extensive and intensive training on this area is crucial, then a specific subject in teacher education training programs is relevant), because teachers' conception or view of AR may initially provide evidence of how they may use AR in their teaching practices.
Education agencies and universities may work on teacher professional development programs using the mentoring perspectives of PAR (Program of Action Research) and the attributes of lesson study to provide collaboration and efficiency (Doig & Groves, 2011, in Marie Paz E. Morales, ibid).
Mechanisms or programs that will sustain teachers' motivation to engage in action research must also be set in place(Joyhnson,2012 in Marie Paz E. Morales, ibid).
Incentivisation and recognition of excellent and high-impact action research are among the possible options.
Participatory and collaborative action research may be adopted as a mechanism whereby students also participate, or mentoring opportunities are created for novice teachers.
Chosen approaches or mechanism may be formalized and initiated at the institutional level, extending to the national level, to pursue and develop Filipinos who are engaged citzens, and to achieve global standards.

THE IMPLICATIONS OF ACTION RESEARCH IN TEACHER EDUCATION

Despites all the above mentioned obstacles that may hinder a successful action research, some researchers, scholars and experts found out that action research may have great impact on teachers. For example, According to Sagor (2010:642, in op. cit.) remarks that ''involving teachers in research work enables them to experiment, discover and modify their actions and activities in their own classrooms. Those 'modified' plans were crucial in student teachers' projects. Students' achievements presented through student teachers' research projects showed that these 'actions' and steps implemented during the action research project enabled significant improvement of students' achievements and raised their motivation to learn''. Meanwhile, we think that to help teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe to change their possible negative views about doing action research, should be make them aware about the advantages of this process as well as to involve them on this process as defended by Sagor (ibid.), so that the may improve their classroom practices and help them to grow professionally.
Whereas, Gordon Wells (2009:292, in Vaughan & Burnaford 2017) describes his intentional shift in focus to collaboratively conduct research in classroom alongside teachers in a conscious attempt to cross the school-university divide. The project was an extension of a Med program during which the teachers had learned to conduct action research and participate in 'dialogue inquiry' (2009,50) with professors and peers. These follow-up projects examine whether and how teachers can sustain such collaboration and continue to learn and grow through action research after a degree program faculty to design programs that relate to and promote positive practice in schools and communities. Thus, we can have a glimpse and slight idea about one of the reasons why action research as a subject does not exist in English/ Linguistics course curriculum at ISCED – HUÍLA. This may happen in due of action research for practitioners to be both an insider and outsider activity that is not always a comfortable position for teacher educators in colleges of education (Cchran-Smith and Lytle 2009:295, in ibid.), which may demotivate Teachers not utilize action research as a tool for professional development because they have not received enough training on this area. It seems that though some teachers have received some training on this area, it does not exist follow-up project to examine whether and how teachers can sustain such collaboration and continue to learn and grow through action research after a degree program faculty to design programs that relate to and promote positive practice in schools and communities. This is one of greatest reason that we intend to endeavor on this research which is Action Research as a Professional Development Tool: EFL Teacher Trainers' Views at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe . This position is also based on the one factors (i.e., NB.: lack of training on action research practicality, lack of research skills) previously mentioned by (Negi J. S., 2016) which may affect largely the teachers' views regarding this process. Therefore, we can grasp that there is a room to propose an inclusion of a new subject in English training curriculum of ISCED-HUÍLA namely, MIA( Metodologia de investigação-Acção) or as should be in Action-Research Methodology in year three. To sustain and support our point, it should of paramount importance to call out Vaughan & Burnaford (2017:295) who propose some considerations for universities with respect to the role and purpose of action research in graduate teacher education programs. They defend that graduate teacher education programs sanctioned by states and university boards should articulate their goals regarding the relationships they aspire to support between colleges of education and schools. Action research is and can be an effective conduit for fostering such relationships to benefit all learners. Action research is increasingly being applied, not just in discrete course so named, but also in courses across the curriculum to encourage teachers to see themselves as change agents who are continuously learning how to participate in social justice education and teach in diverse classrooms and communities. Action research serves as a format for deeply collaborative learning among participants in graduate programs where collaboration in central to their missions (2007). They still insisting that more research is needed regarding whether and how university programs are meeting these context-specific goals for their graduate.
Furthermore, johson,p.22 in (Hine, The importance of action reserach in teacher education programs, 2013), in his paper about The Importance of action research in teacher education programs, defends that NB.:''to be effective, teacher in-service training needs extended over multiple sessions, contain active learning to allow teachers to manipulate the ideas and enhance their assimilation of the information, and align the concepts presented with the current curriculum, goals, or teaching concerns''. He concludes saying that NB: ''providing teachers with the necessary skills, knowledge, and focus to engage in the meaningful inquire about their professional practice will enhance this practice (i.e. action research), and effect positive changes concerning the educative goals of the learning community' '(The italicized is mine). Meaning that the need for MIA (Metodologia de Investigação-Acção) or ARM (Action-Research Methedology) as a subject included in curriculum of Linguistics/English course at ISCED-HUÍLA is relevant, since many in-service and pre-service teachers may not have enough skills and knowledge regarding the doing mini research projects of EFL classroom practices. Consequently, they may not view action-research as a tool for professional development. In addition, Holter & Fraburtt, 2012; Perrett, 2003 in Hine ibid. p. 155, discussing on the issue about NB.: Action research within teacher education programs, emphasize this point in the following words and illustrate it, '' Action research plays an important role in the preparation and professional development of teachers and pre-service teachers. Specifically action research initiatives are used within teacher education programs on national and international levels; namely, in Australia and in the United States. An initiative from each of these locations is listed and described briefly below. But we will mention one example which is of Australia:

Australia
In a south – west metropolitan region of Sydney, a research – based program was employed by ESL (English as a second language) teachers and consultants to develop a fusion between trainer – centered input and action research (Perret, 2003). Three consultants associated with the Department of School Education in New South Wales and a lecturer in TESOL (teacher of English to speakers of other languages) organized the program. Demographically speaking, this region of Sydney contains the highest percentage of ESL students in the state; it maintains seven Intensive English Centers for newly arrived high school students, and has numerous ESL teachers in the regular high schools. Twenty – five volunteer teachers from the area attended the program and six ESL consultants from other Sydney regions were invited as observers. The areas on input available to teachers included learning strategies, thinking skills, questioning skills, and the teaching of study skills.
During the four months of the action research project with the teacher educators, teachers experienced two cycles of action research. The first cycle required teachers to investigate students' leaning strategies, and in the second cycle teachers implemented a plan to improve some aspect of their students learning. These aspects included '' summary writing, remedial reading, hot seating, introducing group work, vocabulary – learning techniques'' (Perrett, 2003, p. 9). Following the observations of their plans, teachers wrote reports on their work. At the conclusion of both action research cycles, the results suggested that there was scope for continuing to develop ways of 'marrying' the input and action research models of professional development for teachers. More specifically, and according to the teacher educators, the teachers appreciated being introduced to new ideas in their professional development experiences (Perrett, 2003). Consequently, those teachers stated that were most likely to integrate the insights gained from such experiences if encouraged to do so in a structured or semi – structured way. The organizers of the program concluded that considerable amounts of time need to be made available to teachers if similar projects are to be fully beneficial to learning communities. Following the completion of two action research cycles, organizers reflected on the significance of implementing this research – based program for teachers. Specifically, they administered a summative questionnaire to all teacher participants to identify benefits and shortcomings of the program itself. In these questionnaires, teachers responded directly and positively to most aspects, commonly stating: ' Make aware of learning strategies, 'provided me with ideas for the future. It has made me think about the way my students responses cantered on practical suggestions concerning logistical aspects of the program. For instance, suggestions included conducting the projects earlier in the school year, and introducing the model of action research earlier in the sessions. Perrett noted that in this program, ''because the action research projects of the teacher became the action research of developers, three levels of learning took place (2003, p. 9). First, the school students developed their English and their understanding of how to learn English. Second, the teachers developed new ways of thinking and supporting student learning. Third, teacher educators engaged in a new model of teacher in-service training. After examining the outcomes of the program, Perrett concluded that ''the results suggest that there is real scope for continuing to develop ways of marrying the input and action research models of in-service teacher development'' (p.9). For these researchers, teachers, and students, the implementation of action research methodology into a school community was considered to be a beneficial exercise. Through these research Hine (2013:161 ) comes to conclusion that '' there is clear evidence to suggest that action research is a valuable exercise for teachers to undertake. It offers teachers a systematic (Frabutt et al., 2008), collaborative (Kemmis & Mctaggart, 1988), and participatory (Holter & Frabutt, 2012; Mills, 2011) process of inquiry that actively seeks to address areas of concern or redress. Additionally, action research provides teachers with the technical skills and specialized knowledge required to effect positive change within classrooms, schools, and communities (Johnson, 2012; Stringer, 2008). Ultimately, the solutions – based focus, emphasis on fostering practitioner empowerment, and pragmatic appeal of action research collectively render this research methodology a worthwhile professional development activity for teachers wishing to develop 'customized' action research projects of their own, as topics for investigation are as multifarious, as the daily vignettes evidenced in the teaching profession. He conclude defending that, universities must include action research as a core unit in teacher preparation degree program – either at the undergraduate or postgraduate level, as the action research sequence holds significant value to improving practice within classrooms, schools, and communities.
Shen and Huang (2007) conducted a study on Collaborative Action Research for reading Strategy Instruction : A in Taiwan, whose involved participants were: a teacher – researcher, a teaching assistant, and forty-six students, focused on how action research helps the teacher – researcher to seek solutions to the problem and on how the approach facilitates the learning of reading strategies by students. The general design of this study was based on concepts of individual differences, the action research process – posing a question, planning, taking action, observing, and reflecting – as well as diagnostic teaching. Data were collected through a number of instruments: pre- and pos-assessment, reflective learning journal entries, and semi – structured interviews. Data analysis involved three stages: organizing the data, coding the data, and analyzing and interpreting the data. The results reveal the learners' development in their use of reading strategies, better self – images, and more positive attitudes toward learning. This study suggests that collaborative action research can bring about change in the classroom by giving teachers a greater breadth and in depth in understanding their own pedagogical practice and can lead to a more meaningful learning environment for learners. However, given certain limitations and difficulties in effecting change in teaching and learning, teachers and students should moderate any expectations of achieving rapid success. Whereas, (Savaskan, (2013) ) conducted a study on Readiness for Action Research: Are Teacher Candidates Ready to Become an Agent of Action Research? This study investigated the English as a Foreign Language (EFL) teacher candidates' knowledge of action research in terms of: a –the aspects in which action research differs from traditional research methods, b- how action research can assist in improving professional development, and c- how action research should be carried out in the classroom. The data collection for this study consisted of a questionnaire administered to a total of 40 teacher candidates and a follow-up interview. The first part of the questionnaire was formed by 20 items relating to formed relating to research characteristics. The first part of the questionnaire consisted of five scenarios relating to a form of inquiry. The teacher candidates were asked to write an evaluation of the scenarios based on an action research focus. Finally, follow – up interviews ere conducted with the participants, they were asked to expand on the responses of the scenarios. The triangulated data analyses of the present study displayed that the candidate teachers' awareness of action research still necessitates further support during the EFL teacher training program. While as noted by Farrel (1997, in op. cit. ibid. 53), that '' action research is conducted by practicing language teachers because they themselves are valuable sources of knowledge regarding their own classroom situations and as a result change can be implemented more credibly because practicing teachers will find the results more credible and valid for their needs p. 94)''.
According to Wallace (1998, p.19) ''action research in language teaching focus on: 1) classroom management, 2) appropriate materials, 3) particular teaching areas (e.g reading skills), 4) student behavior, achievement or motivation, and 5) personal management issues.'' In addition to the areas formerly stated, Burns (2010, p.24) notes that the possibilities for action research are endless and that it could include any of the following:
Increasing learner autonomy.
Integrating language skills.
Focusing on language form.
Understanding students motivation.
Developing writing skills.
Promoting group work.
Making classrooms more communicative.
Trying out new materials.
Finding new ways to do assessment.
Integrating technology into class activities.
Helping students to develop self – study techniques.


And finally, but not the least, Savaskan (2013:61) highlighted that ''Action research is systematically – evolving, lived process of changing both the researcher and the situations in which he or she acts (Henry & Kemmis, 1985).'' Therefore, when today's (PRESET and INSET ) teachers…. become professional teachers ''what they are learning will have great impact on what happens in classrooms, schools, and districts in the future. The future directions of staff development programs, teacher preparation curricula, as well as school improvement initiatives, will be impacted by the things teachers learn through the critical inquiry and rigorous examination of their own practice and their school programs that action research requires (Beverly, 1993).'' Teachers researching to improve their practice will also be changing the future for the best.
Because of this, this research is required to be done in order to help those teaching and participating in action research in higher(and secondary) education to move beyond idiosyncratic means of assessment to more generally accepted criteria for quality (Zuber-Skeerritt and Fletcher's 2017 op. cit ). That means, the role of action research as tool for professional development is vital for in-service, pre-service and out-service, and above all for teacher trainers of Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe. Meanwhile, it is high time we talked about the strategies or approaches to conduct this process.

APPROACHES OR STRATEGIES OF DOING ACTION RESEARCH IN THE EFL CLASSROOM PRACTICES

How should English Teacher Trainers at Magistério Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe should Do Action Research to Improve their Classroom Practice and Professional Development ?
Ur (2012:295 - 96) states that action research does not have to be based on complicated statistics or long, detailed observation or experiments. Furthermore, he continues defending that the results do not necessarily have to apply to other situations. It does, however, have to be disciplined and accurate, and to apply objective criteria. It also has to state clearly its own limitations. Some small – research projects are often an integral part of pre – service training…. 'Action tasks', for example, could be defined as mini – research projects. It is based on a systematic process of investigation, action, conclusions and possibly re – investigation according to the stages…. In the same way, Bendazzoli and Escalant ( cited in Kral 2004: 95) asserts….research as process for it is typically described as composed ''stages'' Which also develop a systematic research attitude. They go on saying that action research involves small – scale investigative projects in the teacher' s own classroom, and consists of some cycle activities…. Although agree in some aspects, their positions differ. For instance , the first author describes AR as being mini – research projects which requires to follow some stages with a limited goal. He also alleges that action research should be taught in pre – service training. But, Bendazzoli and Escalant ( ibid. ) describes it as being small – scale investigative projects which may involve some cycle activities. This last position makes to quote here Wallace (1991: 56 – 57 in Farrel 2007) who proposes another similar approach of conducting AR, but different because it is included reflection system. However, whereas reflective teaching can result in non-observable behavioral changes in the classroom such ass increased levels of awareness of a teacher's assumptions, beliefs and practices, conducting an action research project usually results in some kind of transformation of the research into actual and observable actions. A priori defends that reflection approach can facilitate the process of action research. The reflective tools such as teaching journals, classroom observations, narrative analysis and group discussions among other methods…Through a process, then includes planning, observing ,analyzing, acting and reviewing, language teachers can learn a great deal about the nature of classroom teaching and learning as well as acquire useful classroom investigation skills (Farrel 2007). Unlikely, Bailey (2001:490 in op. cit.) insists on defending that action research for language teachers is 'an approach to collection and interpreting data which involves a clear, repeated cycle of procedures'. . Stewart (2001 :87) stresses this point affirming that action research 'forces teachers to think about what they are doing in the classroom in a systematic way through a lens focused on particular area of their practice'. Thus, he summed up the literature on action research in these following terms:
a)It involves collecting information about classroom events (in the classroom),through observation or through collecting information in other ways, such as through interviews, questionnaires or recordings of lessons. b)It involves careful and systematic collecting of that information. c)The research involves some kind of follow – up action. That is why, Ur (op. cit.) points out the flowing stages:
1. A problem is identified.
2. Relevant data are gathered and recorded.
3. Practical action is suggested that might solve the problem.
4. A plan of action is designed.
5. The plan is implemented.
6. Results are monitored and recorded.
7. If the original problem has been solved, the researchers may begin work on another; if not, the original problem is redefined and the cycle is repeated.
Similarly, Richards and Schmidt 2010: 8) propose the following approaches of conducting AR:
1-Selects an aspect of classroom behavior to examine in more detail (e.g. the teacher's use of questions).
2-Selects a suitable research technique ( e.g. recording classroom lesson).
3- Collect data and analyses them.
4-Develops an action plan to help bring about a change in classroom behavior (e.g to reduce the frequency of questions that teacher answers himself or herself).
5-Acts to implement the plan.
6-Observes the effects of the action plan on behavior.
Reflecting and analyzing the theories and positions aforementioned, we can deduce that action research may involve to study classroom practices, learning, teaching with their possible concerns and making use of some techniques, methods, theories and linguistics principles. On the other hand action research is systematic process, because it is a sequence of stages, cycles and activities.
Different from the previous steps suggested before, Páez-Urdanta (1990) quoted in, Bendazzoli and Escalant ( cited in Kral 2004: 95-96) postulates another different framework or approach. They remark stating that to conduct action research, first of all we have to identify the environment space in which the problem comes from. Second, we have to examine it according to our experience and intuition. Third, we should conceptualize it as research relevant object. Fourth, we approach it a from a professional point of view in what is known as the problem space, where we define a specific research problem in operational terms. Fifth, we select a strategy to study the problem as a research task. Chamot, Barnhardt and Dirstine (1998:1-4) continue formulate a framework, but slightly different. They called it Interactive Framework which may include:
Choosing a Topic Area: What are your interests? What problem would you like to address?
Developing a List of Questions Related to the Topic: What are some questions you have on this topic?
Determining Resources: Do I have resources I need?
Defining Terms and Specifying Variables: What do you mean?» What exactly are you researching?
Choosing One Question to Answer: Which one … Which one ?However, what we are more interesting in is to show the stages which is commonly used. Meanwhile, Urdaneta (1990:97 cited in Kral, 2004) presents a different model which is the most research develops as a combination of parallel and sequential stages. For example, defining the problem may go along with selecting the strategy. Stages 1 through 3 occur partially in parallel way; stages 4 through 6 develop sequentially. Stage 7 occurs simultaneously with 4 through 6 because of his/her report soon.
1-Defining the problems.
2-Anlyzing previous studies.
3-Selecting research strategy. Selecting / developing instrument.
4-Collecting data.
5-Interpreting data.
6-Writing the research report.
From these approaches previously presented, it is crystal – clear to grasp and deduce that many guidelines and models of action research are available to teachers wishing to engage in this research methodology. For instance, action research has been described as a 'spiraling', cyclical process (Lewin, 1952; Kemmis, 1988), as research 'cycle' (Calloun, 1994; Wells, 1994), and as helix (Stringer, 2004). The latter model is referred to as the ''Look, Act, Think'' model. This model is used by the author to introduce the key processes of action research to student… 'Look' stage, information is gathered by careful observation through looking, listen9ing, and recording. During the 'Think' stage, researchers analyze the collected information to identify significant features and elements of the phenomenon being studied. Finally, the 'Act' stage is where the newly formulated information is used to devise solutions to the issue being investigated. To expand this model, the same proposer suggests and uses the action research cycle which is broaden by the action research helix. This model is made up by five key steps: designing the study, collecting data, analyzing data, communicating outcomes, and taking action. According to Stringer (2008), this cycle is a common process of action research inquiry. When designing the study, researchers carefully refine the issue to be investigated, plan systematic processes of inquiry, and check the ethics and validity of the work. The second stage of the research cycle is where the researcher collects information from a variety of sources about the phenomenon of interest. Next, this information is analyzed to identify key features of the issue under investigation. During the communication stage the outcomes of the study are made known to relevant audiences, through the use of appropriate media or forums. Finally, and of critical importance to the action research cycle, the researcher takes action by using the outcomes of the study. These outcomes are used to work toward a resolution of the issue investigated (Hine,2013).
Unlikely, since the action research is systematic, occurs in an educational setting, focuses on the researchers' teaching, and is practical and relevant. Usually the researchers use four-stage method in action research as propose by Mertler and Charles (2005): planning, acting, developing, and reflecting. Mertler (2006) states that action research is a process that improves education by incorporating change, and it involves educators working together to improve their own teaching practices. In addition, since action research is more of a holistic approach to problem solving, rather than a single method for collecting and analyzing data, it allows the use of several different research tools for collection of data. Questionnaire related to the research questions, interview schedule, Focus Group Discussion, Standardize Psychological Test etc. may be used as tools for collection of data pertaining to research question. The selection of the tool(s) for mostly depends upon the nature of the problem. Action research data are quantitative as well as qualitative in nature. Statistic provides the use of techniques or processes for gathering, organizing, analyzing and interpreting numerical data. It will involve the use of simple statistics groups. The qualitative data in the form of symbols, sentences, paragraphs and field notes are descriptive. These data are analyzed with the help of content analysis (Distance Education Programme – Sarva Shiksha Abhiyan-DEP-SSA).
Having regarded to many different approaches of doing action research in the EFL to improve classroom practices and professional development, we would ask (Savaskan, 2013)states that action research studies have emphasized the necessity for teachers to engage in enquiry because in this manner teachers will have an impact on the social situation and change the situation in which they are in. Among the benefits of action research , as explained by Altrichter et al. (1993), is the point that action research intends to support teachers in coping with the challenges and problems of practice, and that ''experience with action research, so far, has shown that teachers are able to do this successfully and can achieve remarkable results when given opportunities and support (Altrichter et. Al., 1993, p.4).'' Moreover, Pelton (,2010, p.5 in Savaskan, 2013:52) agrees with Altrichter et. Al., 1993, p.4, emphasizing that action research is an approach which highlights the teacher's '' role as reflective practitioner who is continually observant, thoughtful, and willing to examine personal actions in the light of the best possible practices''. Supporting change in their learning and teaching contexts. Besides, advocators of action research for teachers stress the point that ''action research is not about hypothesis testing and producing empirically generalizable results; however, it is consistent with the definition of the scholarship of teaching and learning defined as 'systematic reflection on teaching and learning made public' ( Illinois State University, www.sotl.ilsta.edu.'' Therefore, the process action research, if conducted systematically and extensively, enables the construction of teacher-generated knowledge, thus empowering teachers as the creators and not just the holders of such knowledge (Beattie, 1995; Johnson, 1996). To sum up, there is growing evidence that teachers doing action research together(i.e. the usage of collaborative approach) in the same school or program make significant impacts on school change, student achievement, and the professional development of teachers participating in the research
In the same line, (King & Newmann, 2000; Loughran et al., 2002). Gordon Wells (2009:292, in Vaughan & Burnaford 2017, Shen and Huang (2007), (Vula P. A., 2010), Sagor (2010:642, in op. cit.),(Marie Paz E. Morales, 2016) and many other experts of this field defend that collaborative approach should be more suitable due the constrains that may influence negatively teachers' views towards action research as a tool for professional development.

RESEARCH METHODOLOGY OF THE REVIEWED STUDIES

Well, according to the review that we have done, we can come to conclusion that there are some differences and similarities amongst the experts in terms of research instruments. In terms of differences for example, Dehghan and Sahragard (2015) in their study used In-depth interviews, (Lemma, 2017) reported on a Master's program that used a cohort model within a collaborative learning community that incorporated, among other facets, action research, (Vula P. A., 2010) used Qualitative data collected through reflective writing, open-ended questionnaires and various research project reports implemented by student teachers themselves were analyzed using inductive methods, (Negi J. S., 2016) the participants of his study responded a questionnaire whereas a research conducted by (Hine, The importance of action reserach in teacher education programs, 2013), he used observation method and (Nunan, Action Reserach and Professional Growth, 2006) were used diaries and journals of their experiences during the semester-long project (i.e. qualitative method), and he asked some questions to his participants (i.e. it was used quantitative method). Though these differences, there are some similarities for example, most of them used questionnaires and interviews methods in their studies. Thus, the data collection to answer our proposed research questions which are, (a) What are the teacher trainers' views about Action Research as a Tool for EFL Professional Development?
(b) What are the factors that affect teacher trainers' views about conducting action research as a tool for professional development at Magistério school Nº57 ''Patrice Lumumba '' of Moçâmedes, Namibe ?
(c) How should we encourage teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe to use action research as a tool for professional development ?
(d) How should we encourage teacher trainers at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe to use action research as a tool for professional development ? will be questionnaires based on relevant, credible and up-to-date previous studies in order to inquire the teachers . For instance, referring to the first question, many teachers believe that action research is not helpful. Furthermore, they also believe that conducting research is the job of experts. And talking about the second questions we could understand that internal and external factors may affect negatively their beliefs towards action research as tool for professional development. Thirdly, teachers may be encouraged by providing them enough training during in-, pre- and outside services in order to make them aware about the importance of it. Besides, teachers should receive administrative, pedagogical, academic and above all financial supports. Regarding the last our research question, the literature reviewed helped us to understand that there are many different types of approaches (strategies) of conducting action research viz, individual, collaborative, school-wide and district-wide action research approach or strategies whose main and basic stages may be the following: Defining the problems. Anlyzing previous studies. Selecting research strategy. Selecting / developing instrument. Collecting data. Interpreting data. Writing the research report.

OVERVIEW OF THE RELATED LITERATURE ON TEACHERS' BELIEFS TOWARDS ACTION RESEARCH AS A TOOL FOR PROFESSIONAL DEVELOPMENT AND FACTORS THAT AFFECT THEM

In the literature reviewed by (Negi J. S., 2016) on Improving Teaching through Action Research; Perceptions, Practices and problems (3Ps): Voices from Secondary Level Teachers in an EFL Context, stated that the history of action research goes bac to Kurt Lewis in the 1940s (Ellion, 1991, Taylor, 1994, Koshy, 2005, Hine, 2013). Some of the recently conducted researches in this field include Rainey (2000) who carried out research entitled' Action Research and the English as Foreign language: Time to take Stoke'. The result showed that most of the teachers do not conduct action research due to lack of time and research skills. Similarly, Brown (2002) investigated that changes that occur as a result of participating action research do not occur in vaccum, they were influenced by many factors such as teachers' actions as a thinker learners and practitioners. Likewise, Seider and Lemma (2004) reached at the finding that conducting action research had a positive impact on teachers and even greater influence on their teaching strategies. It had a positive effect on classroom instructions as well. In the same way, Bashier (2011) carried out research on 'professionalize Sudanese Teachers' Conceptions of work through Action research'. The result showed that Sudanese teachers had no idea about action research. They were not certain about the adequacy of conducting an action research and conducting action research was not part of their culture and institution. Savaskn (2013) conducted research to investigate the EFL teacher candidates' knowledge of action research. The findings of the research revealed that the teacher candidates in addition to being slightly inadequately equipped about action research theoretically, they also never had the actual opportunity to practice such a research and need farther support during the EFL teacher training program. The same year, Erba's (2013) study indicated that the teachers' practices in conducting action research in Ethiopia were very low and the major factors that hinder teachers conduct action research were lack of training and workshops regarding research activities as well as budget and reference materials. Furthermore, Kurucukis (2014) examined how action research can affect the teachers in terms of context, knowledge, practices, beliefs and attitudes. The findings of the research showed that action research can be effective tool that enables teachers to develop professionally which has a positive change in teachers' performance leading to improve students' learning. Dehghan and Sharagard (2015) also carried out the study in the field of action research. They reached at the conclusion that EFL teachers action research as one of the research types which is the study of professional researchers not teachers. They were also not familiar with the concept of action research formally. The result also revealed that teachers were mostly unwilling to share their experiences with other colleagues. The present study attempts to find out perceptions, practices and problems of the secondary level EFL teachers in conducting the action research.


11. BRIEFLY DESCRIBE YOUR RESEARCH METHODOLOGY (PARTICIPANTS, RESEARCH DESIGN, DATA COLLECTION METHODS, PROCEDURES, DATA ANALYSIS PROCEDURES, AND ETHICAL ISSUES).

Participants:
Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe has been established according to the decree nº109/11 on May 26, first serie-nº 98. It was settled under the education ministry decree September 1, 1982 according to the republic diary serie number 23 of September 22 which was called Instituto Médio Normal de Educação (IMNE). At the beginning, the institution was located at private school Santa Paula Fransinete which is located at Saidy-Mingas behind the Children's park.
However, the present facility it weas opened by Mr José Eduardo do Santos, the President of Angola on 11th November, 2004. It is a institution of a second cycle, whose mission is mainly to train people in order to work as teachers at institution of first cycles. This school train teachers on various subjects courses such as, French, Portuguese, English, Quemistry , Biology, History, E.V.P, Physical Education, Mathematics , Physics and Geography. The lessons are taught in the morning, afternoon and evening. Though there is English speciality, students of all specialities learn two foreign language (English and French) in Grade 10. Besides they also learn Portuguese which is their L1. They usually are trained on general, specific and professional issues or subjects from grade 10 to 13. The main official documents used are Plano Nacional de Formação de Quadros-2016 (PNFQ) '' Sistema da Avaliação da Qualidade dos cursos de Formação Inicial de Técnicos Mêdios Docentes- Regulamento- Versão para a Experiência Piloto (2016) and the Curriculum Teachers Training of I Cycle Secondary Level, designed by INIDE (2004). According to this curriculum, the programs have the following structure:
1-Introduction of the subject.
2-General objectives of the subject bout the training of teachers of Secondary I Cycle level.
3-General objectives of the grade subject
4-Contents (unit and sub-unit)
5-Methodology suggestions
6-Evaluation
7-Bibliography.
Talking about the English speciality, the teachers use the programs designed by INIDE (English Language, English Teaching Methodology and IP (Teaching Practice). All these subjects are taught in L2. For English Methodology some references such as (Doff, (1993)), (Harmer, (1998)), (Grant, 1987) and so on are used.
It is located amongst Valódia quarter, near by Nosso Super shopping and opposite Eldest's house and behind the institute of II cycle Hélder Neto. However, this name Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe is new, since in the past the school used to be known as Escola de Formação de Professores Patrice Lumumba-Namibe according to the law nº 13/01 December 30, 2001. But following the new law nº17/16 October 7, 2016 the institution is currently known as Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe.
This study is going to work with a sample of 7 teacher trainers from Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Namibe , in order to explore their beliefs towards action research as a tool for professional development; this group of English Language Foreign Teachers, their ages range from 30 to 45 and have been training on EFLT by ISCED-HUÍLA. But, their classroom practices and professional development need improvement, because of their negative views regarding action research, they hardly ever conduct it. However, most of them have not been training thoroughly on doing action research projects. Since teacher trainers' aims are to train future teachers of English language of first cycle as stated by INIDE (2004:21) in its curriculum, therefore, they need to be trained on this issue. Unfortunately, only one teacher has already gotten his graduation on EFLT from ISCED-HUÍLA. Meaning that the other six teachers are year five students or have bacharel degree in EFLT gotten from ISCED-HUÍLA. Hence, they have sufficient and deep background in English language learning and teaching
Besides, this study is also going to work with a sample of seven teacher trainer trainers from ISCED-HUÍLA. Their ages range from 30 to 60 and most of them are graduated and post-graduate teachers in EFLT. Then most of them have more than four years in teaching and learning as well as supervising traditional research in EFL. They have much received and experience knowledge in training EFL teachers for all levels. However, they hardly ever supervise an action research project. Meanwhile, their point of views regarding the implementation of MIA (i.e. Metodologia de Investigação – Acção) which in English Should be Translated as Action Research Methodology (ARM) as one of the subject of year three at ISCED-HUÍLA, English Sector.

Research Design:
This is a Descriptive study which will report what actually has happened and what is happening with action research in EFL classroom practices at Magistério school Nº57 ''Patrice Lumumba'' of Moçâmedes, Nambe. This study examines teachers' views about action research as a tool for professional growth by applying quantitative paradigm i.e. questionnaire method. The study will collect data which include: a) Teachers' views about action research as a tool for professional development.b) Factors that tend to influence the doing of action research in the classrooms; I will use questionnaire in order to extract information regarding their perceptions(views), practices and problems of conducting action research. The questionnaire will consist of both open and closed ended questions.The data will be organized through statistical representation. The variables are as follow: Independent – factors that affect action research. Dependent – teachers' views about action research as tool for professional development.
Data collection methods: The study will collect its data through the use of Questionnaires adapted in Dehghan and Sahragard (2015) , (Lemma, 2017) , (Vula P. A., 2010), (Sahragard F. D., Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case Study, 2015), (Vula P. A., 2010) and (Savaskan, 2013). (Williamson, 1996) argues that, using this research instrument tends to guarantee the secrecy and privacy of the responses. Furthermore, by using this research the participants will probably have more confidence in their secrecy and anonymity which the questions can provide and obtain data almost at the same time. Finally, this study will also collect the data through the use of Likert scale method.
In the questionnaires, the participants will possibly put a cross/ a tick or circle an alternative or line which they agree/disagree with. On the other hand in Likert scale - questionnaires the participants will be asked to rate the difficulty he/she has been experiencing with components of action research process. In order to facilitate the validation of the results, the data analysis triangulation type will be used within this study which is concerned with a combination of two or more methods of analyzing data (Thurmond, 2001).
Data Analysis procedures: Data will be classified into categories and group them into themes. The result will be presented in tables c and graphics by means of percentages and frequencies, with the assistance of Microsoft Excel.
Ethical Issues: Once ethics has to do with norms of conduct that distinguish acceptable and unacceptable behaviour, this study will respect other people's point of view, their beliefs, protect their privacy. It will provide honesty on the use of methods as well as on the report of the results and trustworthiness on the data. Therefore, academic serious offences (plagiarism) will be avoided by making sure that every piece of information/data is acknowledged as the scientific community demands. The researcher will struggle to show at any rate acceptable behaviour both with the institution, Supervisor and Participants.

12.OUTLINE YOUR TIMETABLE OR TIMESCALE (ACTIVITIES, PROCEDURES, PLACE, INSTRUMENT, and TIME PERIOD).

No.
Activity
Procedure
Place
Instrument
Time period (From X until Y)
1
Drawing up the research proposal.
Identify the research problem.
Outline the research topic.
State the research question.
Research hypotheses.
Home and ISCED
Discussion
2 weeks
2
Planning research.
Finding out different resources like, journals, articles, books and magazines.
ISCED library and bookshops.
Observation interview.
2 weeks
3
Reading about the topic and note-taking
Paraphrasing, using symbol and abbreviations.
Home and Library.
Notebook,A4 papers,computers ,pencil, pen, eraser, highlighters and books.
1 Month.
4
Drafting an outline.
Make an outline of the possible content page.
Home and Library.
Literature review.
2weeks weeks.
5
Designing and conducting research.
Introducing contents under each section and subsection, and write the conclusion. Organize references.
ISCED, Magistério Primário of Moçâmedes and Home.
Notebook, A4 papers, pencil, pen, eraser, highlighters and books.
1month.
6
Organising notes and data.
Organizing data by following the order of the questions and hypotheses.
Home and ISCED-library.
Computer
2 weeks
7
Analysing data.
Using descriptive statistics: frequency and percentage.
Home and ISCED-library.
Computer
2 weeks
8
Summarising the results.
Writing an overview of the results by using tables and graphics.
Home and ISCED-library.
Computer
2weeks
9
Drafting specific, sections – Chapter 1, etc.
Recycling literature review, citations, and references.
Home and ISCED-library
Computer
2 weeks
10
First proof-reading.
Identifying and correcting possible mistakes.
Home and ISCED-library
Computer, notebook, papers, pen, pencil and eraser.
2 weeks
11
Drafting the conclusions recommendations and the introduction.
Put all the work together and design the cover.
Home and ISCED-library
Computer
2 weeks
12
Through proof-reading
Using reflective and critical thinking.
Home and ISCED-library
Computer
2 weeks
13
Having it typed/typing it.
Using typing skills and print the work.
Home and ISCED-library
Computer and printer
1 week
14
Having it bound.
Take the work to gráfica-Huíla
Gráfica-Huíla

1 week
15
Submitting the 7 copies to the Head of the DLM.
Meet the head of English Sector
ISCED-HUÍLA
Copies
Set date
16
Possible defence month
Preparing Power point presentation and rehearsing the slides.
Home and ISCED.
Data show and computer
December
TOTAL TIME AVAILABLE
10 months: from January to October 2017.

13.BRIEFLY SPECIFY YOUR BUDGET.
Nº
Needs
Quantity
Unit/Cost
Total
1
Printer
1
70.000.00kz
70.000.00Kz
2
Books
10
60.000.00Kz
60.000.00Kz
3
Ink cartridges
8
20.000.00Kz
20.000.00Kz
4
Banding in gráfica
7
20.000.00Kz
20.000.00Kz
5
Hiring data show
1
4.000.00kz
4.000.00kz
6
Reams of A4 paper
4
5.000.00Kz
5.000.00Kz
7
Bag
1
3.500.00Kz
3.500.00Kz
8
staples
2
2.500.00Kz
2.500.00Kz
9
Internet

20.000.00Kz
20.000.00Kz
Grand Total

34
200.14.00Kz
200.14.00Kz

14.WHAT INFORMATION WILL YOU NEED TO HAVE IN YOUR APPENDICES?
For my appendices I will need the teacher trainer trainers and teacher trainers' questionnaires adapted from (Sahragard F. D., Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case Study, 2015) , (Vula P. A., 2010) (Katherine A. O'cnor, (n.d.))and (Williamson, 1996) , etc. (Hamp-lyons, 2006) in Dehghan and Sahragard (2015), (Negi J. S., 2016) and (Savaskan, 2013).
I will also need a proposal for the implementation of the subject of MIA (Metodologia de Investigação – Acção) or Action Research Methodology in year three for trainee students.

15. PLEASE PROVIDE YOUR BIBLIOGRAPHY (i.e. A SHORT LIST OF BOOKS OR ARTICLES DIRECTLY RELEVANT TO YOUR RESEARCH, WHICH YOU HAVE ALREADY READ). (N.B.: You should provide at least 5 titles of articles and 10 titles of books that are really relevant for your chosen area, and about 30% of that should be those published in the last 5 years)


Anna Uhl Chamot, S. B. (2011). Conducting Antion Reserach in the Foreign Language Classroom. National Capital Language Resource Center, pp. 1-9.
Association(ATA), A. T. (2000). Action Research Guide for Alberta teachers. (A. T. Association(ATA), Ed.) Action Research Guide for Alberta teachers.
Burnaford, M. V. ( 2016). pp. 280-289.
Burnaford, M. V. (2016). Action research in graduate teacher education: a review of yhe literature. (B. R. University, Ed.) Routledge Taylor & Francis Group, pp. 280-299.
Burns, A. (1999). Research and teacher education- some distinctions.
Doff, A. ((1993)). Teach English - A training Course for Teachers. Cambridge.
Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Farrel, C. (2007). Action Reserach in Reflective Language Teaching: From Research to practice. pp. 94-106.
Ferrance, E. (2000). Themes in Education. Action research. (B. University, Ed.) LAB a program of The Education Alliance. , pp. 1-33.
Grant, N. (1987). Making the most of your textbook. Longman.
Hamp-lyons, L. a. (2006). A course in Writing Skilss for Academic Purpose. New York: Cambridge University Press.
Harmer, J. ((1998)). How to Teach English. Longman.
Hine, G. S. (2013). The importance of action reserach in teacher education programs. (T. U. Australia, Ed.) Issues in Educational Reserach: Special Issue, pp. 151-163.
Hine, G. S. (2013). The Importance of action reserach in teacher education programs. Issues in Educational Research, pp. 151-163.
Katherine A. O'cnor, H. C. ((n.d.)). Action Reserach: A tool for Improving Teacher Quality and Classroom Practice. (D. o. Instruction, Ed.)
Kuzborska, I. (2011, April). Links Between Teachers' Beliefs and Practices and Reserach on reading. (U. o. Essex, Ed.) Reading in Forign Language, 23, pp. 102-128.
Lemma, S. N. (2017, March 25). Perceived Effects of Action Research on Teachers' Professional Efficacy, Inquiry Mindesets and the Support they received while Conducting Projects to Intervene into Student Learning. Educational Action Reserach, pp. 219-238.
Murray. (2010). 2010. Empoering Teachers Through Professional Development.
Murray, A. (2010). Empowering Teachers Through Professional Development. English Teacing Forum Office English Language Programs.
Murray, A. (n.d.). Empowering Teachers Through Professional Development. . English Teacjhing Forum Office of English Language Program.
Negi, j. S. (2016). actices and Problems (3PS): voices from Secondary Level Teachers in an EFL Context. pp. 18-30.
Negi, J. S. (2016). Improving Teaching through Action Research: Perceptions, Practices and Problems (3Ps): Voices from Secondary Level Teachers in an EFL Context. ELT Voices- International Journal for Teachers of English, 6, pp. 18-30.
Nunan, D. (2006). pp. 1-11.
Nunan, D. (2006, November 10). Action Reserach and Professional Growth. TESOL Symposium on English Teacher Development in EFL Contexts, pp. 1-11.
Orlova, N. (2009). Recording as a Stimulus for Reflection in preservice EFL Teacher Training. English Teaching Forum Office of English Language Programs.
Sahragard, D. a. (2015). Iranian EFL Teachers' Views on Action Reserach and Its Applicatio in Their Classrooms: A case Study.
Sahragard, F. D. (2015). pp. 39-52.
Sahragard, F. D. (2015). pp. 39-52.
Sahragard, F. D. (2015, May 2). Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case study. (J. o. Educators, Ed.) Journal of Teacher Education and Educators, 4, pp. 39-52.
Sahragard, F. D. (2015, May 2). Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case Study. Journal of Teacher Education and Educators, 4, pp. 39-52.
Savaskan. ( (2013) ).
Savaskan. (2013).
Savaskan, I. P. (2013, November). Readiness for Action Research: Are Teacher Candidates Ready to Become an Agent of Action R5eserach? International Journal Innovative Interdisciplinary Researtch, 2, pp. 49-63.
Ur, P. (2012). A course in English Language Teaching. Cambridge: Cambridge University Press.
Vula, E. (2010). pp. 634-644.
Vula, P. A. (2010). Action Research as a Form of Teacher Professional Development. Education for the knowledge society, pp. 634-644.
Wallace, M. J. (1991). Training Foreign Language. Cambridge: Cambridge UUniversity Press.
Waters, M. a. (1995). Study Tasks in English. Cambridge: Cambridge University Press.
Williamson, M. P. (1996). Queationnaire Design. (S. U. School, Ed.) Staffordshire UniversityBottom of Form 1.
Zeni, J. (1998, Decenber 20). A guide to sthical issues and action research. Education Action Aeserach, pp. 9-19.
16.WHAT ARE YOUR CONTACT DETAILS?
Address: Mandume I quarter, Moçâmedes municipality , Namibe province ,Angola.
Phone: 927518791 Email: [email protected]

APPENDIX 1: TEACHER TRAINER'S QUESTIONNAIRE


INSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO
ISCED-HUÍLA
DEPARTAMENTO DE LETRAS MODERNAS
SECÇÃO DE INGLÊS
TEACHER QUETIONNAIRE ON ACTION RESEARCH AS A TOOL FOR PROFESSIONAL DEVELOPMENT:EFL TEACHER'S VIEWS AT MAGISTÉRIO SCHOOL Nº57 ''PATRICE LUMUMBA'' OF MOÇÂMEDES, NAMBE
Dear colleague,
In order to obtain my Graduation in Linguística/Inglês at ISCED-HUÍLA, I am carrying out a research into teacher trainers' view on using action research as a professional development tool and to improve teacher's classroom practice and grow professionally. By responding to the questionnaire below, we would like to find out from you, among other information, what are the problems and challenges teacher trainers have, What are the root causes for misunderstandings and misconceptions it, What are the teacher trainers' views about Action Research as a Tool for EFL Professional Development, How should it be conducted. The outcome of this inquiry will surely be of critical importance to help and encourage teachers of English to use action research to exploit their teaching experience to change their views towards their classroom practice and so as to achieve professional development. We would very much be pleased if you could answer the questions carefully and honestly, and we guarantee that the data you provide will be treated confidently and with absolute secrecy.
YOURS SINCERELY, JOSÉ A. F. Wanina


What is your current academic level? (Please circle a, b, c, d, or e.)
3rd year student
4th year student
5th year student
Licenciatura degree
Master degree
Where have you been trained to function as na English teacher? (Please choose one)
ISCED
Magistério ( Ex-EFP IMNE)
Both
None
Other(s) (please specify):_________________________________
Did you learn how to conduct action research regarding your classroom practices problems? (if no skip question 4)
Yes
No
How would you rate your training in this area? (Please circle one)
Very good
Good
Satisfactory
None
Other(s) (please specify):______________________________________
To what extent do these reasons justify the problems teachers have in conducting action research to improve their classroom practice? Put a cross(x) in your answer.
Reasons

Not at all (1)
Very Little(2)
Somewhat
(3)
Very Much(4)
a)Not enough training on this area





b) Lack of time





c)Lack of expertise





d)Lack of ongoing support





e)Fear of being revealed as an incompetent teacher





f)Fear of producing a public account of their research for a wider (unknown) audience





g) Resources (books,journals, scientific articles, money etc.,)





h) Other(s) (please specify)






Please rate the difficulty you may experience with the following components of action research using the following scale:
1 Indicate no difficulty
2 Indicates a low level of difficulty
3 Indicates a moderate level of difficulty
4 Indicates a high level of difficulty
5 Indicates an extreme level of difficulty
Defining the research question
(no difficulty) 1 2 3 4 5 (extreme difficulty)
Explain your reason(s) for choosing that level of difficulty:___________________________________________________________________________________________________________________________________
Writing the literature review
(no difficulty) 1 2 3 4 5 (extreme difficulty)
Explain your reason(s) for choosing that level of difficulty:___________________________________________________________________________________________________________________________________
Developing and writing the methodology
(no difficulty) 1 2 3 4 5 (extreme difficulty)
Explain your reason(s) for choosing that level of difficulty:___________________________________________________________________________________________________________________________________
Analyzing the data
(no difficulty) 1 2 3 4 5 (extreme difficulty)
Explain your reason(s) for choosing that level of difficulty:___________________________________________________________________________________________________________________________________
Organizing and writing the findings

(no difficulty) 1 2 3 4 5 (extreme difficulty)
Explain your reason(s) for choosing that level of difficulty:___________________________________________________________________________________________________________________________________

As an EFL English language teacher trainer, if you encounter a problem in your classes, what will you do? Please number the activity you prefer the most as 1, number your second choice as 2 and so on, until you number the activity that you prefer the least as number 4.
___I consult other colleagues.
___I consult the superintendent teacher.
___ I find a solution by referring to reference textbooks.
___ I try to take some action to solve the problem.
___ I reflect on my action and its effects on changing the situation.
___ I share my ideas with other colleagues through a blog, a journal, etc.
___ I inform other colleagues n the same school about my solution and the changes that have occurred.
___ I mostly take no action because I cannot solve all the problems.
___ I create a change in a problematic situation.
Other (s) (please specify)___________________________________________________
Please, according to your opinion answer the following by circling the appropriate number indicating whether you disagree, are neutral, or agree with the statements below.
1 Indicates you disagree with the statement
2 Indicates you do not feel strongly either way
3 Indicates you agree with the statement
Teachers must conduct research to solve their problems in class.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
In my view, research is the duty of '' professional researchers''.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Research is one of my prime duties as a teacher.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Action research is an important type of professional research.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
A teacher should have necessary skills in order to perform research in her/his class.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Doing classroom research improves teaching and learning.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Performing classroom research can be solved through using action research.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Some research procedures like creating control and experimental groups are not suitable for classrooms (because some students are deprived from certain methods and materials).
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Conducting Research involves specific research skills (familiarity with different research types, data, statistics, etc.)
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Research should necessarily be conducted by experts.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Subjects investigated by professional researchers are not often related to the daily problems of language classrooms.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Subjects investigated by professional researchers are not often related to the students' real needs.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
The results of professional research ar not beneficial to language teachers.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
The language of professional research articles is highly spcialized.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
O) A teacher can be a researcher by conducting action research in his/her classroom.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Classroom research helps teachers solve the problems of their classrooms.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Action research is one of the duties of all teachers.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
I regard action research as the best way to improve my professionalism.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Action research helps my students learn better.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Whenever I encounter a problem in my classroom, I try to solve it through action research.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
Action research is the most practical method of research for teachers.
(disagree) 1 2 3 (agree)
Explain your choice, please:______________________________________________________________________________________________________________________________________
In order of importance , choose eight from the above list in 8 (a., b., c., d., e., f. … or u.) that you think are the most gains or benefits of conducting action research for your own professional development :
___________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
In your opinion, what appropriate type of action research should be suitable to our education context? (Please, circle only one option among them below a., b., c., d., e., f.,).
Individual action research.
Collaborative action research.
school-wide action research.
district-wide action research.
school-based action research.
None
Other(s)(pleasespecify)______________________________________________________________________________________________________________________
How far do you agree with this statement?
One of the main reasons that many teachers (i.e.pre-service or in-service) view negatively action research as tool for professional development may lay on fact that there is no action research as a specific subject at ISCED-HUÍLA. Please circle only your own answer.
Strongly disagree Disagree Neither agree nor disagree Agree strongly
1 2 3 4
Do you think that it should be relevant to Implement MIA (Metodologia de Investigacção - Acção) or ARM (Action Research Methodology) in year three as a specific subject? Why? Why not?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Adapted from (Sahragard F. D., Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case Study, 2015) , (Vula P. A., 2010) (Katherine A. O'cnor, (n.d.)), ), (Negi J. S., 2016) and (Williamson, 1996)


THANK YOU VERY MUCH FOR YOUR CO-OPERATION

Moçâmedes, March/2017


APPENDIX 2: TEACHER TRAINER TRAINER'S QUESTIONNAIRE


INSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO
ISCED-HUÍLA
DEPARTAMENTO DE LETRAS MODERNAS
SECÇÃO DE INGLÊS
QUETIONNAIRE ON ACTION RESEARCH AS A PROFESSIONAL DEVELOPMENT TOOL: EFL TEACHERS' VIEWS AT MAGISTÉRIO SCHOOL Nº57 ''PATRICE LUMUMBA'' OF MOÇÂMEDES, NAMBE
Dear teacher,
Action research is one of the approaches to teacher development which has not adopted and used by many EFLT Practitioners as means to improve their classroom practice. This fact might be the result of lack of encouragement, negative views or beliefs towards it, lack of implicit and explicit training on this area and as well as the absence of action research as a subject in the curriculum of ISCED-HUÍLA. By responding to the questionnaire below, we would like to find out whether you as a trainer, (a), prepare teachers on how, who or why to conduct action research to grow professionally, and/or (b) whether you encourage them to solve their classroom problem practices through action research, and , (c) whether the lack/ the absence of action research as a subject in the curriculum of ISCED-HUÍLA may contribute to negative views towards this process. The results obtained from it will be of great importance in raising teachers' awareness on the need and importance to consider their day-to-day experience to understand and improve it and change their attitude towards their classroom practice and so as to achieve professional development. It is expected to be used as further reference on this topic when training teachers to be autonomous and teacher researcher at ISCED-HUÍLA. Besides, it will be the base to implement MIA (Metodologia de Investigacção - Acção) or ARM (Action Research Methodology) in year three as a specific subject. This research will be conducted and reported to obtain my Graduation. We would be thankful if you could answer the following questions carefully and honestly, and we promise that the information you provide will be treated confidently and with absolute secrecy.
YOURS SINCERELY,
JOSÉ AUGUSTO F. WANINA

Do you train your teachers on how to conduct action research on their own classroom practices for their professional development? (Please circle one option).
Yes
No
In which of these activities do you train your trainees to conduct action research on their own classroom problem practices? ( Please circle your choices, and rank them in order of importance: 1- most used … 4-least used.)
___consulting other colleagues.
___consulting the superintendent teacher.
___ finding a solution by referring to reference textbooks.
___ trying to take some action to solve the problem.
___ reflecting on my action and its effects on changing the situation.
___ sharing my ideas with other colleague through a blog, a journal, etc.
___ informing other colleagues n the same school about my solution and the changes that have occurred.
___ mostly taking action because they can solve all the problems.
___ creating a change in a problematic situation.

From the list below, choose FIVE problems that you as a trainer think teachers generally face the most when they set about conducting action research to solve their own classroom problem classes. ( Please place them in order of importance, 1-first choice, 2-second choice and 3-third choice)
Defining the research question_______
Lack of expertise_____________
Writing the literature review_____________
Finding out suitable sources (books, journals, scientific articles, etc.,)______________
Developing and writing the methodology______________
Lack of budget__________________
Fear of being revealed as an incompetent teacher_________________
Organizing and writing the findings_______________
Lack of time Lack of ongoing support___________________
Analyzing the data________________
Fear of producing a public account of their research for a wider (unknown) audience____________
Other(s) (please specify): __________________________________________________
How often do you encourage teachers to use one these types of action research as a means to improve and solve their own classroom problem practices as wele as a tool for their professional development? (Please, circle only one option among them below a., b., c., d., e., f.,).
Individual action research.
Collaborative action research.
c. school-wide action research.
d. district-wide action research.
e. school-based action research.
None
Other(s)(pleasespecify)______________________________________________________________________________________________________________________
How far do you agree with this statement?
One of the main reasons that many teachers (i.e. pre-service or in-service) view negatively action research as tool for professional development may lay on fact that there is no action research as a specific subject at ISCED-HUÍLA. Please circle only your own answer.


Strongly disagree Disagree Neither agree nor disagree Agree strongly
1 2 3 4

Explain your choice, please:________________________________________________________________________________________________________________________________________________
Do you think that it should be relevant to Implement MIA (Metodologia de Investigacção - Acção) or ARM (Action Research Methodology) in year three as a specific subject? Why? Why not?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Adapted from (Sahragard F. D., Iranian EFL Teachers' Views on Action Research and Its Application in Their Classrooms: A case Study, 2015) , (Vula P. A., 2010) (Katherine A. O'cnor, (n.d.)), (Negi J. S., 2016) and (Williamson, 1996)



THANK YOU VERY MUCH FOR YOUR CO-OPERATION



Lubango, March/2017