AERA, Toronto, Kanada, 5 - 09 Nisan 2019, ss.1-6
This paper was to explore how top-down teacher action research implementation has been established and processed in the preschool educational system in Chihuahua Mexico. To support teachers’ growth and learning, the Chihuahua government has adapted the concept of action research as a medium of professional development for in-service teachers in preschool, but this government involved top-down strategy wasn’t functioning as planned but created frustrations and anxiety in the workforce. Issues and obstacles which restrain these teachers to get involved in action research was identified in the context of the current government forced system in Chihuahua. Suggestions to motivate Chihuahua preschool teachers to engage in grass rooted teacher research inquiry processes were proposed to raise in-depth dialogues among the teachers.