Journal Article 1 (JA 1)

Topic : Love and Critique in Guiding Student Teachers

(Kasih Sayang dan Kritikan Dalam Membimbing Guru-guru
Pelajar)

By : Sigrid Gjotterud

Abstract : This article’s aim is to show the changing of practice in guiding

student teachers by the notions of love and critique. The
author had done an action research in order to explore and
improve he and his colleague’s ways of guiding the student
teachers and also for the development in teacher-education
theory. They applied an action-reflection cycles approach by
sharing stories of guiding experiences in face-to-face
encounters and by online reading of each others’ texts of
guidance written.

Journal Article 2 (JA 2)

Topic : Using a Living Theory Methodology in Improving Practice and

Generating Educational Knowledge in Living Theories
(Penggunaan Metodologi Teori Kehidupan Dalam
Meningkatkan Amalan dan Menghasilkan Pengetahuan
Pendidikan Dalam Teori Kehidupan)

By : Jack Whitehead

Abstract : The use of living theory methodology in improving practice and

generating educational knowledge is an approach outlined in
this article. The author and his colleagues emphasize the
importance of individual creativity and also globalizing
communications in order to improve practice and generating
knowledge. They express the life-affirming energy of
individuals, cultures and the cosmos, with values and
understandings that it is claimed carry hope for the future of
humanity.
 Journal Article 3 (JA 3)

Topic : Pupils as Action Researchers: Improving Something Important

in Our Lives
(Anak Murid Sebagai Pengkaji Tindakan: Meningkatkan
Kepentingan Sesuatu Perkara Dalam Kehidupan Kita)

By : Branko Bognar and Marica Zovko

Abstract : This article focused on the role of pupils and students who are
possibility of becoming fully-fledged action researchers since
the action research is not a teaching strategy for gaining better
educational results, neither is it a preparation for life, but it is
life itself. The authors suggest that it is only possible for a
child-oriented school pupils to carry out their own action
research because of their conducive atmosphere where
emphasizing the development of creative potentials of all
participants. The pupils were determined their own challenges
with the aim of improving something important in their own
lives. The finding shows that action research is meaningful
only if students engage with it on their own terms, basis of their
own needs, interests and self-chosen values.