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Teaching Mathematics and Computer Science

Vol. 23 No. 1 (2025)
Articles

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

Published:
2025-06-03
DOI Linkhttps://doi.org/10.5485/TMCS.2025.15302
Author
Emőke Báró
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Keywords
action research teacher researchers problem-based learning
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Copyright (c) 2025 Emőke Báró

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How To Cite
Selected Style: APA
Báró, E. (2025). Challenges that a teacher-researcher faces during an action research – a case study. Teaching Mathematics and Computer Science, 23(1), 89-99. https://doi.org/10.5485/TMCS.2025.15302
Abstract

This 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: 97D99

References
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