University Teachers' Knowledge of- and about- Action Research: The Case of Teachers of English as a Foreign Language (EFL) at Two Ethiopian Public Universities

Abstract

This study aimed at investigating English as a Foreign Language (EFL) teachers' knowledge of and about action research. Analysis of the data collected from EFL teachers and students at two Ethiopian Universities through questionnaires, Focus Group Discussions (FGDs) and interviews has shown that the teachers had relatively more of the theoretical knowledge than practical skills, both of which positively correlated. Equally, the teachers had minimal tacit-knowing-in-action in comparison with reflection–in action and reflection-on-action, which might have made them to take time and more information before deviating from the normal lesson plan whenever the classroom circumstances require. This necessitates the need for empowering the teachers and boosting their commitment to possess nimble hands, mind and heart for learning how to transform their practices through learning and practicing action research with the desire to teach the right things right. This can be done when the teachers enhance their practical skills mainly through learning how to do their day-to-day practices in new ways, by putting themselves in enlightening practice-based debates related to their specific professional environments and being responsive to individual differences within their classrooms.