Evaluation of Teachers' Action Research Based on the Provas Model (Case: Khorasan-e-Razavi)

MoghadamPour, Maryam; Mahram, Behrooz; Karami, Morteza

doi:10.48310/itt.2025.18002.1059

Evaluation of Teachers' Action Research Based on the Provas Model (Case: Khorasan-e-Razavi)

Document Type : Original Research

Authors

¹ M.A in educational research, Ferdowsi university of Mashhad, Iran.

² Department of curriculum studies and instruction, Ferdowsi university of Mashhad, Iran

10.48310/itt.2025.18002.1059

Abstract

Background and Objectives: Action research and the teacher-as-researcher initiative have received considerable attention in educational systems worldwide, although they have been addressed to a more limited extent in Iran. The present study aimed to evaluate the national Teacher-Researcher Program in Iran. Method: This evaluation study employed the Provus Discrepancy Evaluation Model (DEM), focusing on four of its five stages—design, installation, process, and product—to examine the actual performance of the program against its established criteria through a comparison of the current and desired conditions. The desired condition was derived from explicit criteria stated in upstream educational policy documents of the Iranian education system, as well as from educational policies and strategies in leading countries and a review of relevant scholarly articles and books. The current condition was assessed using questionnaires and interviews with stakeholders, program implementers, and evaluators. Findings: Overall, across the four examined stages, both consistencies and discrepancies were observed between the current and desired states. Conclusion: Alignment was found in such criteria as access to academic resources, certification and recognition, annual evaluation, managerial support, and teacher coverage within the program. However, discrepancies were identified in allocation of appropriate research spaces, intra-organizational coordination, and selection of relevant content. Recommendations of this study included: revising the teacher education curriculum in Teacher Education (Farhangian) University, strengthening implementation programs to provide maximal support for teacher-researchers, supplying necessary educational facilities, reforming classroom assessment content and processes, and establishing monitoring mechanisms for managerial performance.

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