Developing a System for Collaborative Teacher Education Action Research in International Settings: Representative Research in Progress in Mongolia

Abstract

Action research in teacher preparation programs has been evolving over several decades. However, a robust international supportive process is still only in the beginning stages within teacher preparation communities. This presentation reports on an organized and maintained international venue in Mongolia for participatory investigations relating to teaching, learning, collaboration, policy, and practice in teacher education as reflected in action research projects. Conceptualization, content, and contexts of international issues in teacher education action research make up the first part of the discussion. The ongoing study is then presented as a systematic investigation for the purpose of building and sustaining a faculty research community in Mongolia’s only teacher training university. The case for the international action research in teacher education network is based on the knowledge that conceptual frameworks are imperative to keep abreast of globalization of policy and practice.