Emergencies have internally displaced families, creating multicultural classrooms that require culturally competent teachers to meet the diverse learning needs of these students. This study aims to examine how teachers’ engagement in action research (AR) enhanced their culturally relevant pedagogical approaches to meet the needs of students in diverse sociocultural contexts.
This phenomenological study involved interviewing 11 teachers who participated in a workshop on AR and subsequently conducted it in their schools for over three years following the training. The phenomenon under investigation is how engaging in AR systematically adjusts pedagogical approaches to meet learners’ diverse needs in sociocultural classrooms.
Findings have revealed that teachers who continuously engage in AR have developed appropriate teaching skills that consider social and cultural values in accommodating the diverse needs of learners from different sociocultural backgrounds.
This qualitative study used a small sample to explore the insights and practices of teachers engaging in AR to elevate their pedagogical approaches. Also, there was a misconception and overlapping AR steps to some teachers, which challenges their learning process. In this regard, findings are ungeneralisable in broader settings; hence, a different approach is encouraged to verify the results and generalise the findings.
This study implies that reflection and inquiry in pedagogical practices and students’ behaviours through AR play a vital role in informing teaching adjustments that put students’ needs and interests from diverse cultural backgrounds at the centre of the learning process.
This study is original in that it focuses on how trained secondary school teachers use AR to make pedagogical adjustments that meet the diverse needs of students in socioculturally diverse classrooms. It uniquely contributes to understanding how it benefits teachers.
