Abstract
This quantitative study investigated the action research (AR) knowledge of English as a Foreign Language (EFL) instructors at three Ethiopian public universities. Data collected via questionnaire from 57 instructors revealed that EFL instructors had respectively high and medium theoretical and practical knowledge of AR. Their theoretical knowledge and practical skills demonstrated a significant positive correlation (r = 0.43, p < 0.01). Furthermore, instructors’ preferences showed strong alignment with reflective rationality (context-specific, practitioner-led inquiry) over technical rationality (externally imposed, top-down approaches). While reported levels of reflection-on-action and reflection-in-action were high, tacit knowing-in-action-the deep, personal, often unarticulated professional knowledge-was notably low. This gap suggests that instructors’ AR understanding remains largely externalized, not yet internalized as embodied, intuitive practice. The findings suggest that empowering instructors to convert their tacit knowledge into explicit understanding through sustained, hands-on AR engagement is critical for authentic professional development and transformative classroom practice.
Recommended Citation
Aga, Firdissa J. Dr.. (). Teachers’ Action Research Knowledge: From Knowing to Doing. i.e.: inquiry in education: Vol. 18: Iss. 1, Article 12.Retrieved from: https://digitalcommons.nl.edu/ie/vol18/iss1/12