Investigation of action research in teachers' professional development according to kirkpatrick program evaluation model

The aim of this study is to investigate the contribution of Action Research to teachers' professional development. "Case Study", one of qualitative research designs was used in the study. Qualitative and quantitative data collection tools were utilized together in the research. After the review of literature regarding the issue, characteristics of effective in-service training programs were studied and a workshop was designed. A pilot study was implemented with 25 (twenty-five) teachers. In the light of the data gathered, amendments were made to the program and final practice was implemented at a state school with limited opportunities with 6 (six) voluntary teachers to allow in-depth study. The teachers were given training and, simultaneously, they conducted their own action researches concerning the issues they determined. Kirkpatrick program evaluation model was used in the program. Training evaluation forms, semi-structured interviews, a self-assessment form were used as data collection tools. As a result, it is concluded that Action Research contributes to teachers' professional development considerably. Action Research could be popularized more as a professional development model. It is suggested that sufficient time and space be provided for more effective results.