Participatory Action Research for Professional Development

The sudden shift to online education during the Covid-19 Pandemic resulted in uncertainty and stress among teachers. This study investigates the role of Participatory Action Research [PAR] in supporting teachers’ professional development in times of pandemic-induced chaos and how effective PAR is in tackling challenges that emerge. The study involved fourteen in-service teachers of English and 267 students at a Turkish state university. Through three cycles of PAR, professional development support was provided for the newly established English preparatory school. Data were collected through observations, reflections, interviews, and questionnaires. The qualitative findings revealed that PAR contributed to teachers’ professional development and in-class practices. The quantitative analysis of the questionnaire findings resulted in a positive reflection of PAR in teachers’ in-class practices. The cyclical nature of PAR will continue with the fourth cycle for the problem areas that still need improvement.