Challenges that a teacher-researcher faces during an action research – a case study

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dc.contributor.authorBáró, Emőke
dc.date.accessioned2025-12-04T19:46:47Z
dc.date.available2025-12-04T19:46:47Z
dc.date.issued2025-06-03
dc.description.abstractThis paper explores the dual role of the teacher-researcher in a four-year action research project focused on problem-based learning in mathematics. It highlights the challenges faced during the phases of planning, implementation, analysis, and reflection. Drawing on insights from the author’s experiences and observations based on both qualitative and quantitative data collection methods, the study identifies distinct challenges linked to the dual role, like differing design goals or subjective-objective voices. The author also proposes solutions to the identified challenges, such as collaboration with university experts and using reflective practices. Furthermore, the research underscores the beneficial impact of action research on enhancing teachers’ awareness and bridging the theory-practice gap, calling for further studies in this area. Subject Classification: 97D99en
dc.formatapplication/pdf
dc.identifier.citationTeaching Mathematics and Computer Science, Vol. 23 No. 1 (2025) , 89-99
dc.identifier.doihttps://doi.org/10.5485/TMCS.2025.15302
dc.identifier.eissn2676-8364
dc.identifier.issn1589-7389
dc.identifier.issue1
dc.identifier.jatitleTeach. Math. Comp. Sci.
dc.identifier.jtitleTeaching Mathematics and Computer Science
dc.identifier.urihttps://hdl.handle.net/2437/399459
dc.identifier.volume23
dc.languageen
dc.relationhttps://ojs.lib.unideb.hu/tmcs/article/view/15302
dc.rights.accessOpen Access
dc.rights.ownerEmőke Báró
dc.subjectaction researchen
dc.subjectteacher researchersen
dc.subjectproblem-based learningen
dc.titleChallenges that a teacher-researcher faces during an action research – a case studyen
dc.typefolyóiratcikkhu
dc.typearticleen
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Teaching Mathematics and Computer Science (DE-journals)