Abstract

This quantitative study is done on a cohort of engineering lecturers with the aim of studying emergent effectiveness of participatory action research and reflective practice after having them use the constructive approach with Engineering subjects. Part one describes the participatory action research design methodology and the reflective model. Part two discusses how the data was gathered. Part three illustrates the content analysis procedure used for data analysis. The following section on research findings explains the introductory and advanced coaching during the cycle of participatory action research. The challenges faced by the practitioners are also discussed in depth. All reflective journals from 20 lecturers were analyzed and eight teaching knowledge bases were identified through content analysis. The fifth part, explains the most important teaching knowledge base as reflected by lecturers The role of peers and university supervisors in creating collaborative educational practice is also discussed. Finally, part six concludes that reflective practice that can be applied in the engineering faculties as an appropriate mean to enhance professional development.