Abstract

Action research plays main role in the field of teacher education; the purpose of this study is to get the perception of action research by teacher’s educators, which was also part of the B.ED Hons programme. Teacher educators self-analyze the problems of their students and provide a solution while working in their practicing schools. This research was based on cross-sectional and used deductive method of research. Quantitative research approach was used for data collection, and sampling techniques were purposive and convenience sampling techniques in collecting data from two districts (Hyderabad and Karachi), one college was selected from each district. The researchers selected samples of 80 teacher educators who are working in B.ED Hons program. The findings revealed that there were little or no mean difference between the teacher educator’s perceptions on planning and process, importance, likeness, and abilities, assessment and supervision, and time/placement of both teacher education institutions of Hyderabad and Karachi towards the betterment of quality action research. The finding also revealed that teacher educators faced problems during supervising the student teachers because they had no skills and methods of teaching and guiding in those institutions. It is recommended that teacher educators should have training on Action research and also Higher education as create learning environment in institution.

Key words: Action Research, Perception, Practices, Prospective Teacher, Education