A CONCEPTUAL MODEL FOR THE EVALUATION OF PEDAGOGICAL ACTION RESEARCH IN HIGHER EDUCATION

Maia Borozan, Diana Antoci and Tatiana Bushnaq
Additional contact information
Maia Borozan: "Ion Creanga" State Pedagogical University of Chisinau, Republic of Moldova
Diana Antoci: "Ion Creanga" State Pedagogical University of Chisinau, Republic of Moldova
Tatiana Bushnaq: Independent Researcher, Jordan

Annals of the University of Craiova, Series Psychology, Pedagogy, 2025, vol. 47, issue 2, 392-407

Abstract: Pedagogical action research has gained increasing prominence in higher education, where it provides a structured and iterative cycle of planning, action, observation, and reflection through which faculty members systematically develop their teaching practice and enhance student learning. Unlike traditional research approaches oriented toward broad generalisation, evaluation in action research clarifies the situated processes of change, documents their relevance for disciplinary and institutional contexts, and fosters collective learning within academic communities. This study examines the epistemological, methodological, and ethical foundations of pedagogical action research evaluation in higher education and analyses its main functions, including formative feedback, accountability, reflexive inquiry, and participatory engagement among faculty, students, and institutional actors. Particular attention is devoted to methodological coherence, data triangulation, analytic transparency, and meta-evaluation as main determinants of research quality in university-based inquiry. The article proposes a conceptual model that integrates interdependent evaluative stages designed to support the continual adaptation of pedagogical interventions, foreground participant perspectives, and reinforce educators' reflective and inquiry-oriented competencies. The analysis indicates that evaluation operates as an epistemic instrument that guides pedagogical decision-making in higher education, optimises instructional practices within courses and programmes, and enhances the transferability of findings across comparable academic contexts.

Keywords: Pedagogical action research; Evaluation; Methodological consistency; Reflexivity; Triangulation (search for similar items in EconPapers)
JEL-codes: I23 (search for similar items in EconPapers)
Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://aucpp.ro/wp-content/uploads/2025/12/28.BOR ... sue_2_pp_392-407.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:edt:aucspp:v:47:y:2025:i:2:p:392-407

DOI: 10.5281/zenodo.18023849

Access Statistics for this article

Annals of the University of Craiova, Series Psychology, Pedagogy is currently edited by Florentina MOGONEA and Alexandrina Mihaela POPESCU

More articles in Annals of the University of Craiova, Series Psychology, Pedagogy from Teacher Training Department, University of Craiova
Bibliographic data for series maintained by Dan Valeriu Voinea ().