TAMPFAYAN, JEROM C BEED 4-A

MY REFLECTION

FS1 EPISODE 1

The classroom is a significant learning environment in the multifaceted

development of children because they spend an average of 20–30 hours a week in it

during their first six years of schooling (OECD, 2019). Learning environments as

such are personal but “each individual’s constructions are mediated by the actions of

others in the social setting and the characteristics of the culture in which learning is

situated” (Lorsbach & Jinks, 2015, p. 158). In this regard, the classroom is a

significant social environment in children’s development (Eder, 2016). Here,

children’s perception of the classroom climate as a pleasant learning environment

has a positive effect on their individual attitudes toward school and the learning

environment (Rohlfs, 2015). Given that learning environments are constrained by

history (Lorsbach & Jinks, 2015). In a broader sense, the classroom climate also can

include physical environments, such as school buildings and classroom furniture,

that likewise affect the learning and teaching opportunities (Fahlström &

Sumpter, 2018). social climate scales. Such instruments include the Classroom

Environment Scale (CES), Learning Environment Inventory Climate Scales,

Questionnaire on Classroom Climate, Linz Questionnaire on School and Classroom

Climate, Landau Scales on Social Climate, and Classroom Inventory (Bülter &

Meyer, 2015). The comparison of the different conceptualizations and instruments

has shown that the basic concept of classroom climate is broad but generally

homogeneous (Bülter & Meyer, 2015)

 Field study is one of the most important parts of the student who is pursuing

to become a future educator. My episode one reflection is all about the school

environment that deals with children's progress and development. The first thing I did

in episode one was to observe inside the school there are also buildings there that

are no longer used because the roofs are damaged and not repaired. We will go

around inside it and just check what office there is and that’s all we will give a

statement. My partner in this field of study is Unishella Prio, we would ask the

teachers there what kind of offices they have, and the first thing we noticed is that

they don’t have a canteen, the only thing that the students buy is the one to sell at

their School Gym.

The other content of episode one is the things that are inside the classroom,

the classroom that we observed has it is own comfort room for girls and boys, they

also have a water dispenser and they always use it, they also have a bookcase, and

there are those placed on other walls of the room at the back corner, those who were

the first president of the Philippines. There is also a display on top of the blackboard

with the current president, and another page is all about the board display of the

school campus field study required us to look for their board display which is the

written there are plans and records of information about the development of the

school, field study also mentioned that were going to make our own board display

design.

I learned from this episode the importance of school to the learner. They will

practice being socialize with everybody, and the learning environment of the pupils is

the zone that each one of them can free to experience a peaceful environment. As

one of the future educators, my part is to care for and teach children that can help

them to their academic performance.

References

Eder, F. (2016). Unterrichtsklima und Unterrichtsqualität [Teaching climate and

teaching quality]. Unterrichtswissenschaft: Zeitschrift für Lernforschung, 30(3), 213–

229.

Bülter, H., & Meyer, H. (2015). Unterrichtsklima als Determinante des Lernerfolgs

[Teaching climate as a determinant of learning success]. In I. Leitz (Eds.), Motivation

durch Beziehung (pp. 25–67). Springer Fachmedien. https://doi.org/10.1007/978-3-

658-07416-6

ECD. (2019). Education at a glance 2019: OECD indicators. OECD

Publishing. https://doi.org/10.1787/f8d7880d-en

Fahlström, M., & Sumpter, L. (2018). A model for the role of the physical

environment in mathematics education. Nordic Studies in Mathematics

Education, 23(1), 29–45.

Lorsbach, A., & Jinks, J. (2015). Self-efficacy theory and learning environment

research. Learning Environments Research, 2, 157–

167. https://doi.org/10.1023/A:1009902810926
TAMPFAYAN JEROM C. BEED 4-A

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FS1 EPISODE 2

A study of assessment practices in SAEC concerned the question from

another input and claims that staff identifies pupil’s needs based either on

developmental psychology or ‘society’s need for democratic

citizens’ (Andersson, Citation2013, p. 37). Andersson argues that these practices are

‘relatively unarticulated and not reflected upon’ (p. 139). The research also describes

how a lack of resources and suitable premises have apparently limited and restricted

SAEC’s traditional offering of pedagogical and stimulating activities based on pupils’

experiences, needs, and initiatives.

When analyzing teachers' meaning-making and interactions with learners at

the School Advisory Enhancement Council (SAEC), they utilized symbolic

interactionism and the idea of inhabited institutions as theoretical frameworks. There

are conflicts between the staff's usual working methods and what they see as the

needs of the new curriculum, according to their interviews with teachers in three

distinct SAEC contexts. Maintaining a balance between student-led activities and

their own choices has made student autonomy crucial. The findings indicate that

although educators value pupils' choices, learners' options are constrained in terms

of both the subjects and the methods by which they can make decisions (Elvstrand &

Lago, Citation2020).

Episode 2 is all about the characteristics, needs, and interests of the pupils,

every learner has different characteristics specifically their physical, as I have

observed when the pupils run or play outside everyone has a uniqueness, some

other pupils act slowly, and some others are hyper and some other are short and tall

height. The pupil characteristics when it comes in social, I observe they are more

comfortable when they interact with their peers and friends but when it comes to the

teachers and adults, they express limited words and ask for necessary, but they

never forget how to greet and thank you when teachers asked them to start their

classes. When it comes to their emotional needs, as I have observed if one of them

is far from his/her seatmates he/she feels sad, or mood shifts and remains quiet.

Also, they are actively participating and cooperating through group activity,

especially in reading and recitation during discussion.

I learned that these characteristics which are physical, social, and emotional

will help them to develop their skills and social interaction with their peers including

their teachers, it is also will help them to utilize their interests which motivate them to

go to school every day. If I become a future educator, I always consider their needs

and interests which they should feel that they belong to the group.
References

Andersson, B. (2013). Nya fritidspedagoger – i spänningsfältet mellan tradition och

nya styrformer. PhD Thesis. Umeå universitet.

Elvstrand, H., & Lago, L. (2020). Do they have a choice? Pupils’ choices at LTCs in

the intersection between tradition, values, and new demands. Education

Inquiry, 11(1), 54–68. doi:10.1080/20004508.2019.1656505.

Ljusberg, A. L. (2023). The concept of pupils' interests in the context of school-age

educare in Sweden. Early Child Development and Care, 193(2), 223-234.

TAMPFAYAN JEROM C. BEED 4-A

MY REFLECTION

FS1 EPISODE 3

Our study forms part of the wider Diversity in Initial Teacher Education (DITE)

in Ireland project, funded by the Irish Research Council. DITE explores compositions

of primary and post-primary teacher education applicants and entrants across state-

funded initial teacher education (ITE) providers in Ireland. To date, the project team

has examined the participation, career motivations, and experiences of various

under-represented groups, including people from minority ethnic (Keane and

Heinz Citation2015) and/or minority-religious (Heinz, Davison, and

Keane Citation2018) and/or lower socio-economic backgrounds (Heinz, Keane, and

Foley Citation2017; Heinz and Keane Citation2018; Keane, Heinz, and

Lynch Citation2018), people with disabilities (Keane, Heinz, and Eaton Citation2018)

and/or members of the LGBTQ+ community (Heinz, Keane, and

Davison Citation2017). Analyses have confirmed the homogeneity of the Irish

teaching body which has been predominantly White, Irish, and female, with

significant under-representation from a range of minority and/or socially

disadvantaged groups.

While research exploring equity of access to teaching for other

underrepresented groups, including those from minority and disadvantaged

backgrounds, has received positive attention and increasingly also some policy

support (Heinz and Keane Citation2018), gender remains an anomaly in teacher

diversity research. In this paper, we re-establish the importance of considering male

patterns of representation in teaching. As well as considering possible reasons for

male underrepresentation, we highlight the importance of an intersectional analysis

of the socio-demographic characteristics of male ITE applicants.

This episode 3 is focus on gender, culture, religion, status, and indigenous

people, learners have different way of living they unite in one institution, but

everyone has their own challenge they encounter. Especially their culture. It is very

important that each learner should be proud and expose their culture in everyday life,

especially when they go to school. It is necessary to love where they are started to

recognize their tribe because they grew up with their culture. It is also important to

consider their religions learners has traditionally practiced and preserve their religion

for the next generation. Learners have also encountered that they lack support and

financial support from their parents which can affect their learning going to school.

I’ve watched the video about indigenous people, the content of the video is all about

the sacrifices of all teachers who teach in far-flung communities’ life there is very

poor, even though they lack facilities and other materials to use in teaching, but they

give their best to teach those IP’s, children there are behind in modern generation.

They are willing to learn starting with a simple reading, recognized words, and

develop their talents and skills.

I learned from this episode is very important to preserve and love our culture,

and religions and respect each gender, as one of the IP future educators I am willing

to support my tribe which can help them improve their learning to give them a

chance they read and write. I must teach them that no one can discriminate against

our tribe. As I’ve experienced going to far-flung areas in our town, one of the biggest

problems there is the lack of education. As a future educator, I should consider my

pupil's gender, and culture, especially their status possibly one of the reasons why

children never pursue and continue their dreams.

References

Heinz, M., Keane, E., & Davison, K. (2023). Gender in initial teacher education: entry

patterns, intersectionality and a dialectic rationale for diverse masculinities in

schooling. European Journal of Teacher Education, 46(1), 134-153.

Heinz, M. 2015. “Why Choose Teaching? An International Review of Empirical

Studies Exploring Student Teachers Career Motivations and Levels of Commitment

to Teaching.” Educational Research and Evaluation: An International Journal on

Theory and Practice 21 (3): 258–297. doi:10.1080/13803611.2015.1018278.

Heinz, M., E. Keane, and C. Foley. 2017. “Career Motivations of Student Teachers in

the Republic of Ireland: Continuity and Change during Educational Reform and

‘Boom to Bust’ Economic Times.” In Global Perspectives on Teacher Motivation.,

edited by M. G. W. Helen, P. W. Richardson, and K. Smith, 22-49. Cambridge:

Cambridge University Press.

Heinz, M., and E. Keane. 2018. “Socio-demographic Composition of Primary Initial

Teacher Education Entrants in Ireland.” Irish Educational Studies 37 (4): 523–543.

doi:10.1080/03323315.2018.1521731.

Heinz, M., K. Davison, and E. Keane. 2018. “’I Will Do It but Religion Is a Very

Personal Thing’: Teacher Education Applicants’ Attitudes Towards Teaching Religion

in Ireland.” European Journal of Teacher Education 41 (2): 232–245.

doi:10.1080/02619768.2018.1426566.

Heinz, M., E. Keane, and K. Davison. 2017. “Sexualities of Initial Teacher Education

Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity

in Teaching.” Journal of Education for Teaching 43 (1): 99–116.

doi:10.1080/02607476.2017.1251103.

Keane, E., M. Heinz, and A. Lynch. 2018. “‘Working Class’ Student Teachers: Not

Being Encouraged at School and Impact on Motivation to Become a

Teacher.” Education Research and Perspectives 45: 71–97.

Keane, E., M. Heinz, and A. Lynch. 2020. “Identity Matters? ‘Working Class’ Student

Teachers in Ireland, the Desire to Be a Relatable and Inclusive Teacher, and

Sharing the Classed Self” International Journal of Inclusive Education 1–17.

International Journal of Inclusive Education. doi: 10.1080/13603116.2020.1853255.

TAMPFAYAN JEROM C. BEED 4-A

MY REFLECTION

FS1 EPISODE 4

The learning environment (LE) comprises the psychological, social, cultural,

and physical setting in which learning occurs and in which experiences and

expectations are co-created among its participants (Rusticus et al., 2020; Shochet et

al., 2013). These individuals, who are primarily students, faculty and staff, engage in

this environment and the learning process as they navigate through their personal

motivations and emotions and various interpersonal interactions. This all takes place

within a physical setting that consists of various cultural and administrative norms

(e.g. school policies). It has been estimated that the pandemic will have caused a

32–37% reduction in the reading progress – and a 50–63% loss in the mathematical

learning progress – that pupils in US schools would have normally been expected to

have made during the 2019–2020 school year (Kuhfeld et al., Citation2020), with

similar effects expected across the Western world (EEF, Citation2020). However, the

detrimental effects are not uniform and have been shown to be particularly

pronounced in economically disadvantaged areas and for pupils who are considered

to be vulnerable or from economically disadvantaged families (Bayrakdar &

Guveli, Citation2020; Borman, Citation2020; Domingue et al., Citation2021; Kuhfeld

et al., Citation2020). Some have even argued that pupils from advantaged

backgrounds may evidence enhanced educational outcomes as a result of increased

educational support they received during the school closures

(Borman, Citation2020). These results imply that inequalities in educational

outcomes between different socioeconomic groups will increase considerably as a

result of the pandemic (Goudeau et al., Citation2021).

This episode is all about the community and home environment, in reality the

learners has come from the different communities one of the important part of the

community to the learners even outside of the school is they can still collaborate to

each other, it is also the way that pupils can easy to influence from a new learning

brainstorm and sharing of ideas that can help them to boost their confident.

Community is also source of learning environment to give the learners chance to

expose from their friends and other learners outside school. Home environment is

one of the primary sources of a learners that has a big contribution to them which

they can learned all the basic words and how to interact towards other people, Home

is the first comfortable learning environment which pupils are able to recognize

numbers and know basic counting, one of the most contribute of home environment

is what behaviors that the members of the family are showing to their children which

is they bring it to the school and will become influence to other learners. With the

help of community and home environment to parents and teachers that they will

partners for the quality of education they teach to the learners.

I learned from this episode is the important of my community and home

environment for my skills and teach children with willingness and which I am able to

express what I had learned and share to my community these two environments are

helping the development of education to prioritize and treasure it for the next

generation.
References

Rusticus, S. A., Pashootan, T., & Mah, A. (2023). What are the key elements of a

positive learning environment? Perspectives from students and faculty. Learning

Environments Research, 26(1), 161-175.

Rusticus, S. A., & Justus, B. (2019). Comparing student- and teacher-formed teams

on group dynamics, satisfaction and performance. Small Group Research, 50(4),

443–457.

Easterbrook, M. J., Doyle, L., Grozev, V. H., Kosakowska-Berezecka, N., Harris, P.

R., & Phalet, K. (2023). Socioeconomic and gender inequalities in home learning

during the COVID-19 pandemic: examining the roles of the home environment,

parent supervision, and educational provisions. Educational and Developmental

Psychologist, 40(1), 27-39.

Bayrakdar, S., & Guveli, A. (2020). Inequalities in home learning and schools’

provision of distance teaching during school closure of COVID-19 lockdown in the

UK (Institute for Social and Economic Research Working Paper Series No. 2020-09).

Institute for Social and Economic Research, University of

Essex https://www.iser.essex.ac.uk/research/publications/working-papers/iser/2020-

09

Borman, G. D. (2020). What can be done to address learning losses due to school

closures. The Answer

Lab. https://edpolicyinca.org/sites/default/files/2020-06/answer_lab_covid-

19_slide_202006.pdf
TAMPFAYAN JEROM C. BEED 4-A

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FS1 EPISODE 5

The practice of integrated education creates the conditions for transforming

the school as a community and the educational process in each classroom (Acree et

al., 2017; Education Development Trust. Successful school leadership, 2016). The

teacher in this kind of education helps children to answer the questions of how to

learn, who needs it and why (Azis, 2015; Black & Wiliam, 2018; Monteiro et

al., 2021). If sustainability is the goal, the whole school community is consulted on

the vision of integrated education. The choice of model is discussed and consulted

within the educational institution itself (according to Jakavonytė-

Staškuvienė, 2017, 2021a, 2021b). The vision for integration is about how content

will be integrated, not just in one subject but across the curriculum/all subjects, what

content or part of content will be integrated (according to Alexander, 2020; Arrow et

al., 2019; Duibhir & Cummins, 2012; Håland et al., 2021; Skaftun et

al., 2021).Children find learning more engaging and interesting when it includes

elements of at least two subjects (Integrated Learning in the Classroom, 2010). If it is

decided to teach several languages in an integrated way in a school, consideration

should be given to how the different groups of children (by language) will be

organized, i.e. the organization of the groups, the classrooms, the number and

distribution of learners (Basso, 2014; Jakavonytė-Staškuvienė, 2017). In the

classroom, it is important to observe and analyze how summative assessment

relates to formative assessment. Assessment is understood as a process of

communicating learning, and formative assessment should not be seen as a good

thing and summative assessment as a bad thing, as they are interdependent

(according to Houston et al., 2017). Balanced assessment in primary education

therefore means integrating formative and summative assessment into the teaching

process. It is important that students learn to reflect on their experiences before,

during and after the activity. This allows children to reflect on what they already

know, what skills they can apply in other contexts, and to see what they can do to

develop their skills further. The success of such tasks is linked to the learner’s

academic and personal progress, good emotional well-being (according to Florin &

Guimard, 2017).

This episode is all about creating an appropriate learning environment, aa a

learner, it is very important to have an appropriate place for education, it is

necessary to prioritize and enough resources of facilities for the learners. Classroom

an appropriate learning environment for every learner, it is the privilege for the

teacher to have a classroom which they can manage their time so they can set their

schedule in each area of their subjects. Classroom is a secondary home of the

learners wherein they can continue their learning to avoid distraction from outside

noise. School is also appropriate institution that can help learners more develop and

molding to their interest which contribute for sports, dance, music, arts, and

laboratories, technology also one of appropriate for e-learning that commonly used

now a days, etc.

I learned from this episode that home and school, specifically the classroom,

is an appropriate learning environment for pupils. This type of appropriate learning

environment can give teachers and learners focus on their lessons. As a future

educator I will give my best to help my learners to enhance their learnings

References

Azis, A. (2015). Conceptions and practices of assessment: A case of teachers

representing improvement conception. TEFLIN Journal, 26(2), 129–

154. https://doi.org/10.15639/teflinjournal.v26i2/129-154

Acree, L., Gibson, T., Mangum, N., Wolf, M. A., Kellogg, S., & Branon, S. (2017).

Supporting school leaders in blended learning with blended learning. Journal of

Online Learning Research, 3(2), 105–143.

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment

in Education: Principles, Policy & Practice, 5(1), 7–

74. https://doi.org/10.1080/0969594X.2018.1441807

Håland, A., Wagner, Å. K. H., & McTigue, E. M. (2021). How do Norwegian second-

grade teachers use guided reading? The quantity and quality of practices. L1-

Educational Studies in Language and Literature, 21, 1–

28. https://doi.org/10.17239/L1ESLL-2021.21.01.02

Education Development Trust. (2016). Successful school leadership. Reading,

Berkshire. Retrieved

from www.educationdevelopmenttrust.com, https://files.eric.ed.gov/fulltext/

ED565740.pdf

Houston, D., & Thompson, J. N. (2017). Blending formative and summative

assessment in a capstone subject: ‘It’s not your tools, it’s how you use them.’ Journal

of University Teaching & Learning Practice, 14(3), 2.

Jakavonytė-Staškuvienė, D. (2017). Kalbų didaktikos integravimas kitų dalykų

pamokose pradinėse klasėse (Šveicarijos patirtis) (Integration of language didactics

in classes of other subject areas in primary school (Swiss experience)). Mokslu

grįsto švietimo link: recenzuotų mokslo straipsnių rinkinys (pp. 266–309). Lietuvos

edukologijos universiteto leidykla.

Jakavonytė-Staškuvienė, D. (2021a). A study of language and cognitive aspects in

primary school pupils’ and teachers’ activities through cooperative

learning. Educational Sciences Theory and Practice, 21(3), 88–

106. https://doi.org/10.12738/jestp.2021.3.007

Jakavonytė-Staškuvienė, D. (2021b). The benefits of cooperative learning of

language in different subject lessons as seen by primary school pupils: The case of

one Lithuanian city school. Education Research International, 2021, 6441222.

Skaftun, A., Wagner, Å. K. H., & Nygard, A. O. (2021). Dialogic space in Norwegian

early-years literacy education. L1-Educational Studies in Language and

Literature, 21, 1–24. https://doi.org/10.17239/L1ESLL-2021.21.01.13

TAMPFAYAN JEROM C. BEED 4-A

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FS2 EPISODE 1

Everybody recalls "those" instructors. The one teacher who was consistently

happy most of the time, if not fortunately most of the time (sometimes painfully so,

when our teenage lethargy made it difficult to keep up with their vitality in the early

morning hours). As students, we started to look forward to their incredibly intriguing

classes, found the subjects they taught to be important, and found the issues they

presented to be interesting. However, we also recall that other teachers who were

generally emotionally detached, tended to respond excessively angrily to student

disruptions, and occasionally gave somewhat cynical responses to student inquiries.

As pupils, we detested that teacher's classes, found them intimidating, and

eventually developed a disdain for the subject. The current work employs an

educational-psychological framework to identify, the social, cultural, and political

factors relevant to teacher emotions (Fried et al., Citation2015), or isolated emotional

phenomena such as teacher enthusiasm and their effects in the classroom (Keller

et al., Citation2016). In contrast, the presented conceptual framework digs deep into

links between teacher emotions and student outcomes and integrates across several

psychological processes underlying these links. We also identify specific challenges

facing the field and suggest ways to tackle them. We propose that the field may be

advanced by integrating the topic of emotion regulation. The main objective of this

article is to broaden the unidirectional thinking that has dominated the field thus far

and encourage researchers to consider teacher emotion student outcome links from

multiple angles.
 Teachers from pre-school to college level are the instrument for the learner’s

success, they are part of the stepping stone of individual who are pursuing their

dream. Teacher is one of the big roles in society that can change the interpretation of

the children through education, Teacher stands as a role model to the learners.

This episode has reminded me to remember those my previous teachers

when I was in elementary, they are my mentors to support and help me to reach my

dream. While I am answering this episode I realized my teacher before, they are my

second parent because they are the blessing in my journey, they help me to

overcome my challenges, especially in my academic and they just not taught me

about the lessons but also my behavior that I can used in my daily life. In the future if

I become a future educator, I want to apply to my pupils what I have learned not only

a lesson but also a good character. I am thankful to those my teachers because they

were my bridge in my studies and made my studies grow, they are my inspiration

that I am also one of those who dream to becoming a teacher.

References

Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and

their implications for students. Educational Psychologist, 56(4), 250-264.

Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing

a conceptual model to guide future research. Issues in Educational Research, 25(4),

415. http://www.iier.org.au/iier25/fried.html

Keller, M. M., Woolfolk Hoy, A., Goetz, T., & Frenzel, A. C. (2016). Teacher

enthusiasm: Reviewing and redefining a complex construct. Educational Psychology

Review, 28(4), 743–769. https://doi.org/https://doi.org/10.1007/s10648-015-9354-y

TAMPFAYAN, JEROM C. BEED 4-A

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FS2 EPISODE 2

It is almost certain that at some point, educators will encounter challenges

that require redress in the classroom or generally in the courses they handle. Some

educators may go the traditional way in a bid to solve the problems while others will

seek expert advice to determine solutions to the problems. However, good educators

will undertake a systematic inquiry or investigation to establish and address the

problems while also analyzing many other issues concerning learning and the school

environment. (Holter and Frabutt, 2017) indicate that research, generally, provides a

wealth of data and evidence on topics related to learning, assessment, curriculum,

students’ affective and cognitive needs and socio-cultural and socio-economic

factors that affect education systems worldwide. As a result, contemporary

educational stakeholders rely on evidence gathered from research to formulate

policies and make informed decisions that ultimately influence the quality of

education and schooling accorded to students within different jurisdictions. Studies

(Holter & Frabutt, 2017) contend that the main purpose of educational research is to

generate knowledge on topics imperative to students, teachers, and entire school

communities. Consequently, the approaches to conducting research in education are

as varied as issues and topics in education. Subsequently, an individual’s approach

to educational research is majorly informed by the context and professional identity

of the investigator. Accordingly, the most imperative and impactful of all inquiries that

can be undertaken in the school environment is action research. Action research

refers to a systematic investigation or inquiry that is geared towards the improvement

of specifically identified aspects of an organization or individuals’ daily lives (Burns,

2015). Consequently, action research is dynamic, real, and collaborative in nature

and results in the implementation of valid and beneficial changes in the immediate

environment. Similarly, (Burns, 2015) indicates that action research is primarily

interventionist and that the researchers are significant participants in the action.

This episode is taught about how action research is important in the field of

education. It deals with learners’ problems that teachers encounter day by day. It

focuses on the specific situations and problems faced by an individual in their current

workplace. Action research is the process which teacher can give solution in that

problem, one of the best contribute of action research to the teachers is to identify

the best intervention that can support the teaching of the teacher to the learners.

Action research also helps learners to find out where the lessons they need to

improve and learnings that they didn’t yet to achieve.

I learned from this episode the action research is one of my supports in

teaching in the future that will expand my knowledge and give me ideas in handling

different problems that a teacher can face in everyday life of teaching. Action

research is a meaningful way for me as a future educator to find out why students

perform the way they do.

Upon making action research It has a process. In a school setting, the

teachers play the role of researcher, and the students represent study participants. It

starts with identifying a problem, and followed by Plan, Act, Observe, and Reflect. In

identifying a problem, define the issue or problem you want to address through your

research. Teacher should know what is/are the problem that occur in school setting

that needs more attention to resolve.

References

Oranga, J. and Gisore, B. (2023) Action Research in Education. Open Access

Library Journal, 10: e10306. https://doi.org/10.4236/oalib.1110306 Received: May

28, 2023 Accepted: July 8, 2023 Published: July 11, 2023 Copyright © 2023 by

author(s) and Open Access Library Inc. This work is licensed under the Creative

Commons Attribution International License (CC BY 4.0).

http://creativecommons.org/licenses/by/4.0/ Open Access J. Oranga, B. Gisore DOI:

10.4236/oalib.1110306 2 Open Access Library Journal tors will approach the

challenges differently and in varied ways.

Holter, A.C. and Frabutt, J.M. (2017) Mission Driven and Data Informed Leadership.

Catholic Education: A Journal of Inquiry and Practice, 15, 253-269.

https://doi.org/10.15365/joce.1502082013

Burns, A. (2015) The Action Research in ELICOS Program: Refining the

Development of a National Model. Cambridge English: Research Notes, No. 60, 4-8.