Kaye, Naranceceg, Batdelger, Chultem, and Altangoo
Impacting Mongolian Educational Reform with an Action Research Lens
Dr. Candace Kaye, New Mexico State University, NM, USA; Dr. D. Naranceceg, Dr. J. Batdelger, Dr. B. Chultem, and Dr. O. Altangoo, Mongolian State University of Education, Mongolia
Abstract
In new democratic countries, the last decade has been characterized by large-scale
reforms of public educational systems, including planning for organized and accessible
professional development of higher education faculty. Unfortunately, such efforts are
often ineffective, relying on traditional teacher-centered, didactic pedagogy that
emphasizes passive rather than active learning. Preliminary findings of an ongoing
action research study are presented involving the creation, implementation, and
sustainability of a professional development action research community in Mongolia.
The investigation examines building the professional development learning community
in the country’s only teacher training university using collaborative action research
projects to support educational reform as an agent rather than the object of change.
Based on preliminary findings, the researchers conclude that Mongolia’s teacher
education can benefit from continued action research support to inform systemic
collaborative learning processes focusing on enhancing critical knowledge and skills of
university faculty and students and connect them to international perspectives.
Keywords
Action Research; Higher Educational Reform; Mongolia Higher Education