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Online version available in : http://arbitrer.fib.unand.ac.id

|    2339-1162 (Print) |    2550-1011 (Online) |

JURNAL ARBITRER

Submission Track A  B  S  T  R  A  C  T
Received: October 25, 2024

Available Online: December 25, 2024

Final Revision: December 11, 2024
Accepted: December 14, 2024

The study was conducted with the aim of identifying the possibilities for 
implementing the informal research method of Action Research into the 
educational process of a pedagogical university as a tool for enhancing 
the research activity of university teachers in Kazakhstan. The significance 
of mastering this method by pedagogical university faculty is grounded 
in their ability to disseminate their experience, involving students—future 
teachers—in a cyclical process of continuous research and transformation of 
their pedagogical practices. As a result of the literature review, the advantages 
of Action Research were highlighted, particularly in terms of activating 
personal, professional, and environmental resources that were previously 
underutilized in traditional formal research formats. The relevance of the 
study lies in the necessity to examine global experiences with informal 
research methods, focusing on the feasibility of their implementation 
with consideration of the specific context of Kazakhstan. The article 
describes the process of conceptualizing the informal method of Action 
Research, diagnosing awareness and demand for this method among young 
pedagogical university faculty, developing and testing a program for its 
implementation, evaluating its effectiveness, ensuring post-course support, 
and determining the prospects for integrating the method on a national 
scale. Methods such as surveys, pilot studies, formative experiments, and 
Action Research tools were applied. A pilot implementation of Action 
Research was conducted to develop the research activity of young faculty 
members at Abai University, considering their needs within the framework 
of a modular professional development program titled “Action Research – 
the Foundation for Developing a Pedagogue-Researcher Model.” Analysis 
of the results confirmed the effectiveness of implementing the method 
in enhancing the research activity of teachers and transforming them 
into researcher-teachers. Based on the review and feedback analysis, the 
prospects for the expanded integration of informal research methods into 
the practice of education in Kazakhstan were identified. 

Keywords
research methods, Action Research, formal and in-
formal research methods, research activity, research 
competencies, teacher-researcher

Correspondence
* E-mail: lyaziza_s@mail.ru

Article

Leveraging Non-formal Action Research to Enhance 
Teacher Research Activity at a Pedagogical University in 
Republic of Kazakhstan
Aiman Berikkhanova1, Elaine Wilson2, Lyaziza Sarsenbayeva3*, Bayan Sapargaliyeva4, Fatima 
Assilbayeva5, Aigul Iskakova6

1,4,5,6Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
2Faculty of Education, Homerton College, University of Cambridge, Cambridge, United Kingdom 
3Turan University, Almaty, Kazakhstan

Under License of Creative Commons Attributioni-Non Commercial 4.0 International.DOI: https://doi.org/10.25077/ar.11.4.501-515.2024
 

I. INTRODUCTION
The contemporary vision of education as 

“experience-based” allows for the formation of 
alternative interpretations of reality based on a felt 
connection with the world. “Learning and creativity 
are generative, and viewing education through the 

lens of life values leads to an understanding of what 
is truly needed to unlock people’s full potential” 
(Howard, 2018).

Analytics-based science facilitation 
associations support the need to change teaching 
approaches due to an intensely evolving landscape 



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and scientific technologies that require updated 
practices, tools, and student thinking (Brownell 
and Tanner, 2012). Alongside technological 
developments, new methodologies, methods, 
and tools are being developed to investigate and 
evaluate the effectiveness of the learning process, 
focusing on problems that existing research does 
not address (Sousa et al., 2021). Considering 
these demands, research activity aimed at the 
development and integration of theory and practice 
should be a priority in the professional activities of 
university teachers, determining the transformation 
of their roles from pedagogical to scientific and 
pedagogical.

The modern stage of post-nonclassical science 
development is characterized by several trends: 
freedom of choice in methodology; openness to 
new experiences and interdisciplinary discourse; 
the development of the idea of social construction 
of reality and the unique creativity of subjective 
experience; situational determinism; and the use 
of critical self-reflection in changing research 
contexts. J.F. Matos et al. (Matos et al., 2023), 
through a systematic analysis of research in higher 
education, identified three dominant aspects: 
methodological knowledge, research competencies, 
and pedagogical practices in teaching research 
methods. The authors note that faculty members 
face difficulties in all these areas and therefore 
need to rethink their pedagogical approaches and 
recognize that the quality of educational research 
directly affects the quality of its outcomes.

As the experiences of developed countries 
show, the success of educational reforms largely 
depends on the level of training of pedagogical staff 
and their research competencies. It is no longer 
sufficient for a modern teacher to simply transmit 
knowledge to students; they must also transform 
their pedagogical activities in accordance with 
contemporary demands, constantly introducing 
innovations through ongoing pedagogical 
reflection, scientific analysis, and research of 
emerging problems. The search for conditions and 
methods that support the sustainable development 
of university teachers—allowing them to 
continuously grow through research-based practice 
and generate solutions to existing problems—has 
become increasingly relevant.

For a teacher to effectively educate students, 
they must possess not only a sufficient level 
of scientific literacy but also an experimental 

(research) culture of learning, embodying the role 
of a researcher-practitioner. Kinchin, I.M. (2019).  
introduced the term “pedagogical weakness” 
concerning university educators. The key areas 
of this psychological weakness model are the 
nature of the discourse on teaching and learning, 
focusing either on the mechanisms and procedures 
of teaching or the underlying pedagogy (teacher 
expectations, professional values, approaches 
to student learning, etc.). It is crucial to consider 
how the teacher establishes a relationship between 
pedagogy and the subject being taught and whether 
teaching provides an authentic understanding 
of the discipline by linking theory and practice. 
The author emphasizes that university education 
does not always follow a linear trajectory; rather, 
it is an integrative, recursive process where 
knowledge is subject to continuous modification. 
Therefore, teachers must respond to individual 
and social factors and consistently investigate 
teaching weaknesses and problems, which is key 
to the success of modern universities. To overcome 
pedagogical weakness, teachers need to strengthen 
the connection between theory and practice, learn 
to identify problems, investigate them, and adapt 
their practices accordingly.

One of the current trends is the digitalization 
of research using GEN AI, which presents both 
new opportunities and prospects on the one 
hand, and challenges and risks on the other. 
Contemporary research on generative artificial 
intelligence explores strategies for gaining a 
competitive advantage, provided it is seamlessly 
integrated into research based on principles of 
reliability, transparency, and ethics. Educators are 
tasked with mastering AI technologies to enhance 
the productivity of their practice and develop their 
creative potential.

An active dialogue is underway to promote 
open learning (Papadakis et al., 2023) which 
explores the prospects of breakthrough educational 
technologies and the application of AI in research 
and education, for intelligent data processing, 
intuitive exploration of environments, and content.

Modern researchers highlight the role of GEN AI in 
ensuring educational leadership and the integration 
of technologies for teachers, as well as in supporting 
the research process (Karakose et al., 2023). The role 
of digital leadership, which ensures the development 
of organizations and staff, is also being examined 
(Karakose et al., 2022).

This raises the question: what are the ways 



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to realize these trends? One approach involves the 
convergence of formal, non-formal, and informal 
education, along with corresponding research 
paradigms in the field of education. Formal 
education occurs in organized environments 
specifically designed for learning and aims to 
develop and enhance professional competencies. 
Informal education takes place through planned 
activities and may include programs for professional 
skills development, targeting the elimination of 
professional deficits by acquiring new knowledge 
and skills. Informal education occurs in everyday 
contexts related to work, family, or leisure and 
allows students to independently set their goals 
based on personal and professional interests.

In teacher education, informal education holds 
special significance, enabling teachers to improve 
their professional practice and address missing 
competencies by leveraging available resources 
through their own initiative. This approach is 
qualitatively different from formal education. 
Traditional methods of supporting teachers’ 
development, such as infrequent workshops, 
have faced criticism for failing to enact positive 
changes in practice. These models often assume 
that external experts provide knowledge, leaving 
teachers to implement it independently. However, 
experience has shown that new research-based 
professional learning models that position educators 
as experts themselves have been more effective in 
fostering continuous growth. Additionally, these 
collaborative models of professional learning 
demonstrate how teacher-initiated research can 
support educational reforms. Enquiry-based 
professional learning, delivered within the context 
of direct practice, has been shown to enhance 
instructional quality and optimize student learning 
formats. One effective strategy is to encourage 
prospective teachers to engage deeply with content 
specific to their subject matter through inquiry 
and immersion in academic culture. An inquiry-
based strategy (IBS) is considered an appropriate 
methodology for achieving this change (Aragón, 
2022).

The main characteristics and benefits of 
informal learning can also be applied to informal 
research methods. One such method is Action 
Research, which aligns with global trends and 
strategies for enhancing teachers’ research 
capacity. Action Research encompasses qualitative 
applied research methods, serving as a legitimate 

informal approach to conducting research, driven 
by practical demands and not always confined 
to predetermined activities and forms of work. 
This method is systematic, with clearly defined 
objectives, outcomes, and study duration.

While there are other tools available for 
researchers in professional learning, most focus on 
episodic and reproductive learning. Therefore, it is 
crucial to explore informal research methods that 
extend beyond formal research, enabling teachers 
to systematically integrate science into practice 
while activating their environment and creative 
resources.

The creation and implementation of 
educational practices for teachers should be based 
on conditions that highlight a set of important 
distinguishing features, such as: creative informal 
character; the objectification of existing knowledge 
and competencies; inclusion in productive, socially 
significant activities; immersion in practice; and 
mastering pedagogically significant situations in 
group activities within the professional community. 
Informal practices should closely resemble real 
professional pedagogical activities that involve 
unconventional problem-solving (Yakushkina, 
2020).

The global educational practices have 
accumulated a wealth of experience in the 
successful implementation of Action Research 
throughout the twentieth century, thanks to the 
studies of American, British, and Australian 
scholars such as K. Lewin, J. Dewey, J. Collier, 
S. Corey, L. Stenhouse, W. Carr, S. Kemmis, J. 
Whitehead, and others. Action Research gained 
particular recognition and spread toward the end of 
the last century in various countries. For example, 
in Great Britain during the 1990s, the movement 
“Teacher as Researcher” emerged, rooted in a new 
democratic philosophical paradigm, marking the 
beginning of active study and implementation of 
the Action Research approach.

At that time, Participatory Action Research 
(PAR) was utilized in universities across Australia 
and New Zealand. The essence of PAR involves 
collective, group-based self-reflective research 
that leads to the reconstruction of the pedagogical 
process. The core principle of PAR is the cyclic 
nature of four interdependent processes: analysis, 
planning, action, and observation (Seymour-
Rolls and Hughes, 1999).   According to Aimers 
(1999), the main characteristics of PAR include: 



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B. Rubia-Avi notes that while teachers may be 
experts in their educational disciplines, they 
often lack experience in research or assessment 
processes. The author suggests utilizing learning 
analytics as “the measurement, collection, analysis, 
and presentation of student data in the context of 
optimizing learning and the environment in which 
it occurs.” The need to expand research beyond 
classical educational methods, incorporating both 
qualitative and quantitative methodologies, is 
emphasized. This approach can help bridge the 
long-standing gap in the dynamics of innovation, 
which has been hindered by a lack of robust 
research that influences processes and people 
(Rubia-Avi, 2023).

Hattie & Zierer identifies attitudes of 
passionate faculty members that align with the 
mission of Action Research: “I seek challenges, 
not just ‘doing my best’”; “I build relationships 
and trust so that learning can take place in an 
environment where it is safe to make mistakes 
and learn from others”; “I provide students with 
feedback and help them understand, interpret, and 
act on it”; “I collaborate with other faculty” (Hattie 
and Zierer, 2018).

Shah & Bhattarai highlight experience, 
teaching strategies, and student engagement 
as factors that enhance teachers’ self-efficacy. 
Teachers act as active agents for students, ensuring 
engagement and maintaining attention during 
learning activities while organizing effective 
teamwork. Regular inquiry into the educational 
process, fair monitoring, and evaluation of teachers’ 
progress can contribute to improving teachers’ self-
efficacy (Shah and Bhattarai, 2023).

K. Tirri points out the need for further research 
on teachers’ values, beliefs, and attitudes, which 
influence their cognitive and social skills and their 
motivation to learn and develop professionally 
(Tirri, 2021) 

R. Sanchez-Cabrero, J.L. Estrada-Chichón, 
and colleagues conducted an extensive analysis of 
contemporary scientific literature on pedagogical 
issues, identifying five primary models of teaching 
effectiveness: based on theoretical conceptualization 
and meta-analysis of scientific literature; based on 
quantitative assessments of teaching effectiveness 
excluding teacher input; based on systematic 
observation of the process under the guidance of 
an effective teacher; based on macro-analysis, 
comparing teaching across different countries 

equal emphasis on action and research; unlocking 
the developmental potential of research; 
cyclicality of the process (creating a basis for 
developing relationships among participants as 
co-investigators; collecting and analyzing data; 
monitoring; adjusting; and evaluating results); and 
involving stakeholders in all aspects of the research 
process. 

Research-based teaching and learning is one 
of the primary goals of Finnish teacher education, 
where teachers are recognized as researchers. This 
focus on preparing reflective educators who are 
committed to ongoing professional development 
has led to significant positive changes, positioning 
Finland as a leader in global education (Furuhagen 
et al., 2019).  Integration of pedagogical practice 
with educational theory is achieved through a three-
stage supervision process that fosters collaboration 
among university faculty, school faculty, and 
student teachers (Wolff et al., 2017; Wilson, 2017).  

In Canada, professional communities are 
being established for educators implementing 
Action Research. Newman (1999).  is recognized 
as an active promoter of this approach, viewing it 
as a meaningful means of improving pedagogical 
practices. Newman emphasizes that the point of 
Action Research is not to “prove” something but 
to reevaluate one’s work, identify problems, and 
recognize needs. Educational Action Researchers 
ask questions such as: “How can I improve what I 
do? Are values clarified and justified as they emerge 
in practice? Does the explanation incorporate an 
evaluation of past practices and an intention to 
create something better in the future?”

In the twenty-first century, there is a 
growing demand for Action Research, which 
can dynamically investigate a wide range of 
determinant influences on the process of training 
professionals at universities and enhance their 
competitiveness in an exploratory manner (John, 
2023). Modern representatives of the Swedish 
scientific community, Edwards-Groves & 
Rönnerman (2022), identify seven fundamental 
principles, or “cornerstones,” of Action Research: 
contextuality, commitment, communication, 
collaboration, criticality, collegiality, and 
community, which ensure coherence in educators’ 
activities in educational research.

The search continues for informal methods 
of enhancing teacher research that remain 
underappreciated and underutilized yet effective. 



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using authentic educational literature; and based 
on studies of teaching effectiveness in various 
countries. The authors conclude that any research 
approach can focus on both micro and macro 
aspects of teaching effectiveness to create a model 
that appropriately assesses the teacher and their 
professional performance (Sánchez-Cabrero, et.al.
(2021) Research skills grounded in the scientific 
method contribute to solving “pedagogical 
difficulties in general and teaching-learning 
problems in particular” (Vázquez-Villegas, et al., 
2023).

From the perspective of Action Research, 
research activity can be viewed as a type of 
collaborative analytical and methodological work 
focused on systematically studying a research 
question related to an actual pedagogical problem 
within the context of real educational activity. This 
process ultimately leads to the transformation of 
the educational process at a specific stage, with the 
potential for predicting further development. Action 
Research brings together teachers committed to 
ensuring the quality of their professional activities 
through their own research efforts directly at their 
workplace, which serves as a research platform.

The research problem lies in justifying the 
possibilities of integrating informal research 
into the professional practice of pedagogical 
university faculty in the Republic of Kazakhstan 
to enhance their research activity. This area 
remains insufficiently studied and highly relevant: 
there is a need for the conceptualization of the 
informal method of Action Research within the 
context of pedagogical education, justification of 
its advantages in the development of university 
teachers’ research activity, and its implementation 
in practice to overcome professional deficits and 
ensure the sustainable development of teacher 
education.

II. METHOD
Research Design

The aim of this study was to explore the 
possibilities of integrating the informal research 
method Action Research into the activities of 
pedagogical university faculty to enhance their 
research activity.

To achieve this goal, specific research 
questions were formulated: (1) What are the 
gaps in the research activities and the needs of 
young scholars and teachers for mastering the 

informal method of Action Research? (2) Is the 
implementation of the Action Research training 
program in the form of professional development 
courses effective in increasing the research activity 
of pedagogical university faculty?

In accordance with the research objectives, 
a flexible research design was applied, which 
included diagnosing the problem, organizing a 
formative experiment, and identifying further 
prospects for implementing the informal method of 
Action Research.
Participants

  The respondents were participants in 
professional development courses for young 
faculty members at the pedagogical university, 
enrolled in the modular training program “Action 
Research – The Foundation for Forming the Model 
of a Pedagogue-Researcher.” The sample consisted 
of 119 young teachers and researchers from the 
Faculty of Pedagogy and Psychology at Abai 
Kazakh National Pedagogical University. Among 
the respondents, 47.3% were young scholars, and 
52.6% were young faculty members. The sample 
was representative, as it was limited to teachers 
with less than 5 years of experience.

Informed consent from the survey participants 
was obtained through familiarization with a 
document that described the conditions for 
participation in the study, voluntary participation, 
and the research procedure. Based on this, the 
respondents accepted the conditions and confirmed 
their consent to participate in the survey.
Instruments and Procedure

To address the first research question, a survey 
method was used. A questionnaire was developed 
that included questions regarding the degree of 
awareness about informal research methods, the 
Action Research method itself, motivation, and the 
willingness to master the method to improve their 
own practice, challenges in conducting research, 
and the types of support needed for integrating the 
method into professional pedagogical practice. The 
initial survey was conducted to assess awareness 
of the informal method of Action Research and 
readiness to master it. The selection of question 
content was based on a model of research activity 
for faculty members.

The questionnaire included 10 closed-ended 
questions, offering multiple-choice answers. The 
questions were designed using both single and 



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multiple-choice formats based on a Likert scale 
(yes/no, frequency of occurrence). Respondents 
answered in an online format via Google 
Forms. Expert validation and pilot testing of the 
questionnaire were conducted, demonstrating its 
good construct validity and internal reliability. 
An expert group of 3 PhD doctors evaluated the 
relevance, clarity, simplicity, and ambiguity of 
each question on a scale from 1 to 4. Questions 
with Item-Discrimination Scores (IDS) between 
0.60 and 0.79 were adjusted. The reliability index 
calculation showed a value greater than 0.80. The 
survey was conducted both at the beginning and at 
the end of the training program.

To address the second research question, a pilot 
study was conducted to test the implementation of 
the informal method of Action Research within 
the context of professional development courses 
for young faculty and researchers at a pedagogical 
university. To assess the effectiveness of the 
formative experiment, the G-sign criterion and the 
Spearman’s rank correlation coefficient were 
applied. The formative experiment was carried out 
as part of the implementation of the modular training 
program “Action Research – The Foundation for 
Forming the Model of a Pedagogue-Researcher”.

The participants included 119 young 
educators from Abai Kazakh National Pedagogical 
University. The selection of participants was based 
on their needs for mastering informal research 
methods. The courses were offered at no cost 
to the participants, with funding provided by 
the grant project of the Ministry of Science and 
Higher Education of the Republic of Kazakhstan. 
The trainers consisted of certified educators from 
Abai Kazakh National Pedagogical University 
and the Faculty of Education at the University of 
Cambridge.

The training modular programme (80 hours) 
was carried out in the period 5.02-15.02 2024. 5.02 
- course opening, entrance questionnaire; 6.02. 
- Module 1; 7.02 - 8.02. - Module 2; 8.02-9.02. - 
Module 3; 10.02 -12.02. - Module 4; 13.02.-14.02. 
- Module 5; 15.02. - Module 6. Closing Feedback, 
exit questionnaire, development and uploading of 
Action Research design by trainees in Class Room, 
checking of projects, evaluation.

The course program was developed considering 
the requests and identified problems of the 
educators, aiming to enhance their methodological 
culture, research competence, and activity through 

the systemic integration of practical research into 
their professional practice based on the informal 
method of Action Research. 

During the implementation of the educational 
program, trainers employed interactive teaching 
forms and methods that ensured the cognitive 
engagement of participants: methodological 
seminars, training sessions, lectures, practical 
work, webinars, online conferences, online 
consultations, independent work, group work, 
project assignments, presentation defenses, online 
feedback, round tables, and formative assessments. 
Interactive online tools such as Kahoot, Quizizz, 
Padlet, Canvas LMS, virtual board Miro, and others 
were used throughout the course.

Methodological and informational support, 
as well as feedback, were provided on a specially 
created online platform for participants and trainers 
of the professional development courses. To control 
and assess participants’ knowledge, incoming and 
outgoing online questionnaires, independent work, 
intermediate testing on theoretical and content 
modules, reflective essays, and presentation 
defenses for project assignments were included.

To ensure a systematic and continuous learning 
process, post-course support was organized for 
participants, who were grouped into targeted teams 
to implement Action Research in their professional 
practice with students. This stage aimed to address 
the following tasks: to provide psychological and 
pedagogical conditions for supporting educators in 
defining the problem, goals, tasks, and hypotheses 
of their research within groups; to assist in selecting 
research strategies and methods; to offer consulting 
help in writing reflective essays and formatting 
research results and scientific articles; and to 
enhance the professional development of educators 
by engaging them in self-reflective research.

Post-course support was conducted in stages:
Stage 1: The trainer held online consultations on 
platforms such as Google Meet, Classroom, and 
others, as well as via email, WhatsApp, Instagram, 
YouTube channels, and other social networks.
Stage 2: Psychological and pedagogical support for 
conducting Action Research, guidance in selecting 
necessary literature, choosing appropriate research 
methods and strategies, finding a critical friend, 
external experts, and providing participants with 
the required digital resources.
Stage 3:Monitoring the development of 



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participants’ research activity through informal 
research organization forms like Action Research.
Stage 4: Mentoring in writing reflective essays, 
formatting research results as scientific articles, and 
publishing in pedagogical journals and conference 
materials.
Stage 5: Facilitating experience exchange among 
colleagues and disseminating positive Action 
Research results in professional communities.

After the completion of the targeted groups’ 
work, a festival of ideas was organized on the 
theme “Concept and Overview of Best Practices in 
Action Research,” where a team of creative young 
scholars from Abai Kazakh National Pedagogical 
University presented their research insights on 
Action Research in a poster gallery. They shared 
valuable experiences from informal research 
conducted within their teaching disciplines, 
integrating pedagogical science and practice with 
optimal solutions and outcomes. At the end of the 
festival, constructive feedback from participants 
was shared, certificates were awarded to speakers, 
and the prospects for further collaboration in 
creating a network research community for Action 
Research were discussed.

III. RESULTS
Results of the Initial Survey

 The first question concerned respondents’ 
assessment of their motivation level for research 
activity: 32.8% rated it as very high; 40.3% rated 
it as high; 23.5% as medium; and 3.4% as low (see 
Table 1).

For the second question, “What informal 
research methods do you know and use?” 37.6% 
of respondents found it difficult to answer but 
expressed a desire to master these methods during 
the courses. 20.8% mentioned the informal method 
Lesson Study, which was noted by respondents 
with school experience. Focus groups were cited 
by 7.2%; forums by 7.2%; training sessions by 
7.2%; projects by 3.2%; case studies by 3.2%; 
and self-study by 1.6%. The remaining 12% of 
respondents mentioned methods used in both 
formal and informal research, such as experiments, 
observations, interviews, surveys, and others (see 
figure 1). 

 The third question aimed to assess respondents’ 
knowledge of the Action Research method:

38.7% indicated a low level; 52.9% indicated 
a medium level; 7.6% indicated a high level; and 
0.8% indicated - high level (see Table 2).

Table 1. Distribution of respondents by motivation 
levels for research activity (in %)

Very high High Average Low
32.8 40.3 23.5 3.4

Fig. 1. Use of informal research methods by young researches of pedagogical university

Table 2. Distribution of respondents by levels of 
knowledge of the Action Research method (in %)

Very high High Average Low
0.8 7.6 52.9 38.7

The fours question concerned the experience 
of using Action Research. 63.9% responded that 
they have not used it but want to master this 
method; 30.3% said they lack experience in using 
it; only 5.9% have used this method and consider 
it effective (see figure 2).



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Fig. 2.  Experience of using the Action Research by young researchers and teachers of a pedagogical university

Table 3 Advantages of Action Research according to respondents (in %)

Improvement of 
professional practice

Group 
research

Development in the 
research environment

Change of 
practice

Dissertation 
defense

Development of 
reflective practice

35.9 24.4 14.3 10.9 6.7 4.2

Table 4. Indicators of knowledge of methodological approaches and principles of informal research (in %)

Well-informed Insufficiently informed Found it difficult to answer
42.0 23.2 28.8

Table 5. Types of support for implementing Action Research in the professional practice of young scholars and 
educators at the pedagogical university (in %)

Training seminars 
and courses

Availability of literature and 
information resources

Support from a 
research mentor

Provision of benefits 
for educators

42.0 22.7 20.0 15.2

For the fifth question, “What are the advantages 
of Action Research?” 39.5% of respondents stated 
that it allows for the improvement of professional 
practice; 24.4% noted the possibilities of group 
research and solving pedagogical problems; 
14.3% pointed to the potential for development 
within a professional research environment; 10.9% 
mentioned the opportunity for practice change; 
6.7% see it as a means for dissertation defense; 
and 4.2% believe that mastering Action Research 
allows one to become a reflective practitioner (see  
Table 3 ).

For the sixth question, “What methodological 
approaches and principles of informal pedagogical 
research do you know?” 28.8% found it difficult 
to answer. 42% of respondents were aware of the 
main approaches. The remaining 23.2% provided 
inaccurate answers, naming methods rather than 
approaches and principles (see Table 4)

Among the mentioned methodological 
approaches were the systemic approach, 
personal approach, activity-based approach, and 

sociocultural approach. The principles of Action 
Research identified included the principles of 
collaboration, immersion, freedom of choice, self-
management, and feedback.

The seventh question, “What support do you 
need for engaging in Action Research?” revealed 
that 42% of respondents stated the need for 
organizing training seminars and courses; 22.7% 
highlighted the availability of necessary literature 
and information resources; 20% required support 
from a research mentor; and 15.2% considered it 
important to provide benefits for educators engaged 
in informal research, such as incorporating this type 
of activity into their workload or reducing their 
teaching load, as well as organizing free training, 
providing grants and funding for research projects, 
and creating ongoing online forums with access to 
materials (see Table 5)

The eighth question addressed the difficulties 
faced by young scholars and educators in applying 
Action Research in their professional practice. 
43.7% of respondents identified the correct 
selection and use of research methods; 33.6% noted 



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the proper definition of the research topic; 29.4% 
referred to the mathematical and statistical analysis 
of research results; 23.5% highlighted the correct 
selection and analysis of literature on the research 
topic; 20.2% mentioned challenges in publishing 
results as scientific articles; 17.6% cited insufficient 
research environments and scientific networking 
communities; 14.3% pointed to difficulties in 
generalizing results in accordance with the goal 
and hypothesis; 13.4% indicated challenges in 
correctly defining the stages of research; and 9.2% 
noted difficulties in reflecting on the research (see 
Table 6). 

For the ninth question, “Would you like 
to improve your teaching practice and increase 
research activity based on Action Research?” 
77.3% responded positively, 10.4% stated they are 
already engaged and ready to share their experience; 
10.4% said they are unfamiliar with the method 
and showed no readiness; and 1.6% expressed 
willingness contingent upon the provision of 
benefits. (Figure 3).

 The tenth question explored the goals of 
young scholars and educators participating in 

professional development courses. 32.8% of 
respondents aimed to master the theory and 
technology of Action Research; 30.3% aimed to 
increase research activity; 24.4% aimed to change 
and improve professional practice; 10.1% aimed 
to obtain a certificate; and 2.4% aimed to enhance 
their research competence (see table 7).

The survey analysis revealed that the majority 
of young scholars and educators (over 70%) are 
highly motivated for research activities. The main 
motivational factors include the opportunity for 
group research and solving pedagogical problems 
to change practice, the potential for development 
within a professional research environment, and the 
facilitation of productive communication within 
the educational community. It was found that only 
half of the educators have an understanding of the 
informal method of Action Research, and only a 
small portion are familiar with it at a high level 
(8.4%) and can share their experience (5.9%). At the 
same time, educators highly appreciate the benefits 
and opportunities that Action Research provides 
for changing and improving teaching and self-
development. There was also a noted weak grasp 

Table 6. Difficulties in applying the Action Research method by young scholars and educators at the pedagogical 
university (in %)

Selection 
and use of 
research 
methods

Definition 
of the 

research 
topic

Statistical 
analysis of 
research 
results

Proper 
selection and 

analysis of 
literature

Challenges 
in publishing 

results

Lack of a 
research 

environment

Difficulties in 
generalizing 

results

Definition 
of research 

stages

Difficulties in 
reflecting on 
the research

43.7 36.6 29.4 23.5 20.2 17.6 14.3 13.4 9.2

Table 7. Goals of participation by young scholars and educators in professional development courses on mastering 
Action Research (in %)

Mastering the theory 
and technology of 
Action Research

Increasing research 
activity

Improving 
professional 

practice

Obtaining a 
certificate

Enhancing research 
competence

32.8 30.3 24.4 10.1 2.4

Fig. 3. Willingness to improve teaching practice and increase research activity based on Action Research



Aiman Berikkhanova / Jurnal Arbitrer - Vol. 11 No. 4  (2024)

510

of the methodology of informal research, along 
with challenges at all stages of conducting research 
in practice. Most young researchers and educators 
need support of an organizational, financial, 
informational, and methodological nature.

Thus, a contradiction was identified between 
the demand for a pedagogical university educator 
focused on active research and the transformation 
of their practice through the acquisition of the 
informal method of Action Research and the 
lack of experience in implementing it within the 
pedagogical university context.
Survey Results Post-Training

After completing the training, the analysis of 
the post-training survey data indicated an increase 
in the level of motivation for research activities: 
the number of respondents with a high level rose 
by 11.6%. As a result of the conducted work, a 
positive shift in the level of motivation for research 
activities was observed, as confirmed by the G-sign 
criterion: shift p = 0.002, p ≤ 0.05. Additionally, 
the number of faculty members with a high level 
of knowledge of the Action Research method 
increased by 32.1%, p = 0.000, p ≤ 0.05.

To identify the correlation between research 
activity indicators, the Spearman’s rank correlation 
coefficient was applied. A positive relationship 
was found between: a high level of motivation 
for research activities and knowledge of the 
methodological approaches and principles of 
informal research, r = 0.608, p = 0.000; a high level 
of motivation for research activities and a high level 
of knowledge of the Action Research method, r = 
0.398, p = 0.029; experience in applying the Action 
Research method and a high level of knowledge of 
the Action Research method, r = 0.776, p = 0.000.

The overwhelming majority of respondents 
(92.2%) expressed their intention to implement 
Action Research in their professional practice. 
Knowledge about the research methodology 
based on Action Research significantly expanded, 
particularly regarding the main methodological 
approaches, principles, and methods for 
implementing this informal method. According 
to the educators, mastering this method will 
enhance professional practice, facilitate knowledge 
application in dissertation writing, enable group 
research in solving pedagogical problems, change 
practices, and foster the development of reflective 
practitioners and teacher-researchers.

IV. DISCUSSION
Achievements and Opportunities for Increasing 
Research Activity Among Educators Using 
Action Research in the Republic of Kazakhstan

In the Kazakhstani periodical scientific and 
pedagogical literature, although there is a focus on 
the implementation of informal research methods in 
the higher education system, the number of studies 
is quite limited. An analysis of research related 
to educational issues in Kazakhstani scientific 
publications showed that the main research 
directions are: the integration of proven effective 
research methods; the modification of professional 
training for students and young educators towards 
enhancing research competence; and the study of 
psychological mechanisms and components of 
research competence - reflective, communicative, 
organizational, and project competencies. There is 
a noted potential to reduce the gap between theory 
and practice in professional training through the 
systematic integration of the Action Research 
approach and its types into the education system 
(Rizakhodjaeva et al., 2022; Maigeldieva et al., 
2021). The necessity to enhance the research skills 
of future teachers (Sherimova, 2023; Kariev, et al., 
2023), the research culture of future specialists in 
the field of education (Mamytbaeva  et al., 2021; 
Toktarbekova, 2021; Sholpankulova & Zhalgasova, 
2020; Shavalieva et al., 2022; Buribaev et al., 
2023), and the improvement of reflective practice 
Uzakbayeva S. is emphasized. Although scientific 
research identifies the need for practice-oriented 
informal forms of learning, the term “informal 
education” was officially used for the first time 
in the regulatory documents of pedagogical 
education in the Concept for the Development 
of Higher Education and Science in the Republic 
of Kazakhstan for 2023-2029. This document 
justifies the potential for recognizing the outcomes 
of informal education based on competencies, 
ensuring the validation of educational results. 
Their maintenance and further development may 
be directly related to ongoing informal learning. 
This document provides a boost for expanding 
pedagogical knowledge regarding the improvement 
of the research process in education and the use of 
informal research forms to change and enhance the 
professional practice of educators.

In this Concept, the primary focus is on 
pedagogical education and the preparation of 
educators for a new era by strengthening scientific 



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511

potential and developing research competencies 
through the integration of courses such as “Action 
Research” and “Research Methods and Data 
Analysis in Education” into educational programs. 
However, the insufficient level of understanding of 
Action Research theory and other informal research 
methods in the context of Kazakhstani pedagogical 
education, along with the need for the generalization 
and classification of research methods aimed at 
transforming professional practice, highlights the 
necessity for systematic research on the integration 
of research methods within the context of university 
pedagogical education, taking into account the best 
global practices.

The analysis of the experience of integrating 
informal research methods into the educational 
system of the Republic of Kazakhstan has shown 
that the priority in recent years has been given to the 
secondary education system, where the Nazarbayev 
Intellectual Schools Teacher Training Center (NIS 
TTC) has collaborated with the University of 
Cambridge’s Department of Education to train 
school teachers in Action Research techniques, 
lesson study, and self-directed learning.

However, there are strong arguments in favor 
of initiating Action Research at universities: firstly, 
university educators are closer to the scientific 
community than school teachers; they understand 
the methodology of pedagogical research, hold 
academic degrees, conduct research alongside 
teaching, participate in research projects, publish 
articles in peer-reviewed journals, and organize 
scientific conferences, among other activities. 
Secondly, there is an opportunity to integrate 
Action Research into the content of the professional 
training of future educators and to engage students 
in a new practice-oriented research methodology. 
Thirdly, involving future educators, young scholars, 
and teachers in collaborative Action Research with 
experienced researcher-scientists offers undeniable 
advantages, ensuring sustainable development and 
a focus on long-term results.

Given the high potential of this method in 
developing the research activity of all participants in 
the educational process, it becomes essential to seek 
flexible specialized forms of training for educators 
based on the needs and intentions to address 
professional deficiencies within the organizational 
framework of pedagogical universities and 
utilizing their resources. In the scientific ecosystem 
of pedagogical universities in Kazakhstan, there 

is a pressing need to enhance the research activity 
of educators based not only on formal but also on 
informal research, to strengthen the integration 
of scientific results into teaching practices, and to 
involve students in research activities. Efforts in 
this direction, among other initiatives, are being 
carried out within the framework of the grant project 
“Theory and Technology for Developing Research 
Activity of University Educators Based on the 
Integration of Informal Research Forms like Action 
Research” (AR14872311), funded by the Ministry 
of Science and Higher Education of the Republic of 
Kazakhstan, with the goal of developing the theory 
and technology for enhancing the research activity 
of university educators through informal research 
methods such as Action Research. The success 
and quality of practice-oriented research require 
comprehensive scientific “equipping” of educators 
with research methods and technologies as essential 
tools for addressing research challenges.

Despite university educators’ awareness of 
Action Research as an informal research method, 
the decision to participate is associated with certain 
risks: resistance from some educators towards 
integrating Action Research into their practices due 
to insufficient motivation to improve their methods; 
reluctance to change established traditions and step 
out of their comfort zones; cognitive dissonance; 
lack of time for conducting informal research; and 
fear of accountability for their decisions and their 
consequences. Overcoming these risks is facilitated 
by embracing the values of research, which carry 
hope for future changes based on democratic and 
humanistic principles and advanced social theories; 
recognizing their role in transforming existing 
practices; focusing on conducting Action Research 
to become true scientific mentors and facilitators 
of active student research; and involving students 
in collaborative research to enhance the quality of 
pedagogical education, understanding that students 
are the vital link between schools and universities.

From the perspective of developing higher 
education pedagogy in Kazakhstan, several 
arguments can be made in favor of Action Research:
1. The Action Research concept reveals new 

research directions through the convergence 
of evidence-based practice and practice-
oriented science.

2. Action Research provides a deeper 
understanding of pedagogical issues through 
teachers’ own practical investigations.



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3. The terminological framework of higher 
education pedagogy is enriched by the 
introduction of new definitions, methods, and 
research forms.

4. The issue of transitioning university educators 
into the status of researcher-teachers is brought 
to the forefront.
Action Research facilitates the transformation 

of a teacher’s role from purely pedagogical to 
scientific-pedagogical, significantly enhancing 
their research activity through the mastery of 
constructive research practices, the development 
of social and professional methodological 
competencies, reflective practices, increased 
motivation for research activities, activation of 
creative abilities, teamwork, and the establishment 
of a professional community of educators.

Criteria for the effectiveness of the informal 
Action Research method can include:
1. The quality of transformations, reflected in the 

correlation between the actual outcomes of 
higher education activities and the objectives 
set in educational policy.

2. The economic criterion reflects the relationship 
between achieved results and the time, effort, 
and other resources expended.

3. The motivation criterion.
4. The criterion of personal growth and self-

development of educators.
5. The criterion for enhancing competencies that 

ensure productive teaching.
6. The criterion for the advancement of scientific 

knowledge during the research process.
At the same time, several issues hinder the 

implementation of informal research, as well as 
any innovations in higher education:
1. A specific method is not always a universal 

solution for current problems.
2. The method is applied in specific contexts 

and aimed at solving particular issues, which 
requires contextual consideration.

3. A new method must undergo experimental 
validation before broad integration into the 
educational landscape.

4. The introduction of a new research method 
has two aspects: a technological one (related 
to the specifics of its use) and a personal one, 
tied to the human factor.

Action Research aims for transformative 
changes through the integration of practice and 
research, restructuring the educational process 
within organizations.

It is expected that a new generation of teachers 
and future educators, having mastered the theoretical 
and methodological foundations as well as practical 
skills for applying informal research methods, will 
systematically utilize them in their professional 
activities. Experience from conducting training 
seminars and professional development courses on 
integrating Action Research has demonstrated their 
demand and effectiveness. An important condition 
is the qualification improvement directly within 
the educational organization, which allows for 
interventions “here and now,” addressing existing 
problems using available resources and interested 
colleagues, including student involvement.

The formation of a new generation of 
university educators is based on the model of a 
teacher-researcher, a reflective practitioner with 
high research activity, who can confidently apply 
both formal and informal research methods in the 
context of their own practice. Critical evaluation 
of their practice, awareness of the need to step 
out of their comfort zones, ongoing diagnostics, 
analysis, and problem-solving, collaboration with 
like-minded colleagues, and student engagement 
will enhance the level of research activity and 
competence among educators, reduce formalism in 
their work, and increase their creative synergetic 
potential based on the application of the Action 
Research methodology.

In the future, it is necessary to involve 
educators with varying scientific and pedagogical 
experience in the research, expand the scope of the 
study to include pedagogical universities across 
the country. The experience gained will facilitate 
the validation of achieved results, assigning 
qualifications based on informal education and 
work experience.

The study sample is limited to young scholars 
and educators, which does not allow for the 
generalization of results to university teachers 
with more extensive pedagogical experience. The 
research was conducted at the Kazakh National 
Pedagogical University, a leading pedagogical 
institution in the country with a unique local 
educational environment, which necessitates 
comparative studies with regional pedagogical 
universities. This research was pilot in nature, 



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yielding preliminary results regarding the 
demand for the method and its significance in 
enhancing research activity, indicating that further 
comprehensive studies in this area are needed.

V. CONCLUSION
The subject of the study was the modern trend 

of enhancing research activity among university 
educators—namely, the informal method of 
Action Research, its possibilities, advantages, and 
prospects for implementation within the higher 
pedagogical education system of the Republic of 
Kazakhstan. A significant indicator and driver for 
increasing research activity and competence within 
higher education is the shift in how activities are 
conducted and the content of those activities—
not merely updating knowledge, but engaging in 
continuous investigation of one’s own practice 
and transforming it accordingly. The novelty of 
this study lies in describing the new experience of 
integrating the research method into the training 
of young scholars and educators in pedagogical 
universities, which had previously been primarily 
applied at the school education level.

ETHICS STATEMENT
The study was conducted in accordance with the 
Declaration of Helsinki and was approved by the 
Research Ethics Board of the Abai Kazakh National 
Pedagogical University for research involving 

people. Informed consent was obtained from all 
subjects participating in the study. 

CREDIT AUTHOR STATEMENT 
Aiman Berikkhanova, conceptualization, 
methodologies, data curation, formal analysis, 
supervision, project administration, fundraising. 
Elaine Wilson: conceptualization, methodologies, 
data curation, formal analysis, supervision. Lyaziza 
Sarsenbayeva: conceptualization, methodologies, 
data curation, formal analysis, initial draft 
preparation, writing, reviewing and editing. Bayan 
Sapargaliyeva: writing, reviewing and editing, 
fundraising. Fatima Assilbayeva: data curation. 
Aigul Iskakova: data curation. All authors have 
read and agreed to the published version of the 
manuscript.

ACKNOWLEDGEMENTS
This research work is conducted under a grant 
project (AR14872311) funded by the Ministry of 
Science and Higher Education of the Republic of 
Kazakhstan. 

DECLARATION OF COMPETING 
INTERESTS
The authors state that they possess no known 
competing financial interests or personal 
relationships that may have influenced the work 
presented in this paper.

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