What is it like to be a Chartered Teacher doing action research (original) (raw)

Exploring teachers’ experiences of action research

London Review of Education, 2020

Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressin...

Action Research on a Teacher Education Programme

ELT Research, 2014

Do teachers’ overriding academic concerns limit the extent to which they can grow as action researchers during formal teacher education? And as a result, is it more productive to look for transformative growth in action researchers elsewhere? Borg (2013) suggests this, but much might depend on both the nature of the course and how the teachers’ development is investigated. My qualitative study of four teachers of English on a University of Leeds BA TESOL programme in Oman (Wyatt, 2010a) drew longitudinally on observations, interviews and reflective writing to reveal transformative growth, which I have ascribed (e.g. in Wyatt, 2011) to the ‘constructivist’, context-sensitive nature of the programme (Mann, 2005). Borg’s words prompt me to reflect further, though. Was there any wider evidence of other teachers on this programme growing as action researchers, and can additional insights be offered into how they grew? In addressing these questions, I start with a vignette focused on Mohammed (real name used with his written permission), who was not one of the teachers I was formally researching but was someone I mentored in my role as a regional tutor throughout the three-year BA programme.

Teachers as action researchers: Some reflections on what it takes

ABSTRACT: Towards the end of 2006, a group of secondary and primary teachers, in collaborationwith university researchers based at the University of Waikato, began a two-year journey where they researched their own practice as teachers of literature in multiculturalclassrooms in Auckland, New Zealand. This presentation briefly outlines the Teaching and Learning Research Initiative (TLRI), which initially provided a vision of teachers, working in partnership with university researchers, researching their own practice with the aim of enhancing the practice of the teaching profession as a whole. Through the eyes of one of the university-based researchers, but drawing on the experiences of four of the teacher participants, this presentation reflects on factors that had a bearing on the successful (or otherwise) induction of these teachers as teacher-researchers in their own right.

Problems in Making Significant Changes in Teaching Practice through Action Research

There is a growing literature about conducting an action research that could help achieving significant changes in teachers' practices. Although an action research can contribute obtaining improvements, this process is not straight-line and without obstacles. The text elaborates three problems the author faced with while dealing with the action research in his practice. Firstly, he realized that teachers can hardly become the agents of change without the assistance of others. Actually, teachers who got used to working in a traditional school find it hard to make the first step towards professional emancipation without an experienced leader--be it school pedagogues, advisors, experienced teachers, or even university professors. However, their role is not only to teach teachers how to make changes, but also to be actively involved, as practitioners, in the process of change and in their own learning. Second presumption was that the learning communities can encourage teachers to change. However, the author realized that despite the positive influence the learning community can provide imaginary safe haven to those who are not ready for assuming an active role in the process, hoping that there will always be someone else who will take the initiative. In addition, the sequential process of change, which started with the professional development in learning communities, then continued by introducing changes through action research, and finished with the presentations of good-practice examples and publishing the research results, appeared to be insufficient for accomplishing significant changes. Instead, it is much better to start immediately with making changes through action research, and during the process to intensify the education and critical friendship. In this case, learning communities have much more impact. Finally, author inferred that it is not easy for the teachers to assume the role of a critical friend or an action researcher. The process of casting off the old roles and assuming the new ones takes time and patience and has to overcome the resistance within others, but primarily within ourselves. However, it would be wrong to expect that teachers develop all the necessary competences first and then begin with their research. On the contrary, the action research is an excellent opportunity for learning in different ways. In spite of the problems experienced, the new roles for teachers as critical friends and action researchers could be fruitful in making significant changes. This requires the active involvement of different social factors. Although assuming those new professional roles is not easily achievable, it is worth trying.

Initiating Teachers' Action Research: Empowering Teachers' Voices

The role of a teacher as an action researcher in Croatia is still insufficiently appreciated and promoted in initial teachers' training, school students learning and in the employed teachers' professional post-qualification development. In this country, teachers are most frequently perceived as mediators or technicians whose task is to prepare and implement the tuition based on instructions devised by out-of-school experts. Their role is more artisan-like, being less professional and creative. To change this situation in his context the author invited 18 teachers from several elementary schools to join and start an action research project with the main question: "How to help teachers to become reflective practitioners and action researchers?" The Project started in spring 2000 and officially finished in spring 2002. Unofficially they have never finished the project. The author divided the project into two parts. In the first part he organized ten workshops, the aim of which was teachers learning and practicing new skills. They dealt with themes such as confronting the risk of change, reflective teacher, multiple intelligences and the vision of future schools. The author's role during that period was predominant. This fact was in contradiction with his values (particularly with emancipation) but that was in tune with the expectation of a teacher. During that period teachers visited and discussed each other's lessons. The first part of the project was an easier and more appropriate way of professional development for more teachers, but they were less responsible for the preparation and realization of workshops. They participated in previously prepared activities. In the second part of the project they started with teachers' action research projects. While the role of the action researcher was impossible for most members of the community, some of them were able to conduct their action research and improve their practice.

Improving educational practice: Action research as an appropriate methodology

2001

This article aims to explore action research as a suitable methodology for emancipated educators. An attempt will be made to formulate an acceptable definition of action research, and a classification of types of action research as found in the literature will be presented. Action research is presented as a methodology or research framework that assists educators in critically evaluating their practice and in systematically arriving at new rationales for and changes in such practice. Finally some help will be provided for those who want to engage in action research for the first time.

Agents of change :the perceived impact of engaging in action retsearch on teacher action researchers

2018

This study focused on a small sample of teacher action researchers (TRs) to explore their perceptions of the impact of engaging in classroom-based action research on their professional identity, agency and the ecology in which they conducted the research. A hermeneutic phenomenological approach was used to conduct a narrative inquiry using interviews with semi-structured questions. Transcripts were analysed using Interpretive Phenomenological Analysis (IPA) through the conceptual lens of my own experience. Main findings explored three emerging themes and the participants’ perceptions of them. Perceived professional identity is constantly evolving from even before a teacher enters the classroom, and is iterational – strongly influenced by past experiences, rooted in current circumstances, and shaped by future aspirations. Professional identity is also linked to personal identity, but there is no guarantee that any teacher will naturally become a TR, as other factors need to be presen...

1 The importance of action research in teacher education programs: Three testimonies

2016

This research paper explores the experiences of three teacher-researchers, ‘Simone’, ‘Damian ’ and ‘Michael’, who undertook an Action Research project in their respective schools as part of their postgraduate studies. As Head of Professional Learning, Simone conducted a research project designed to investigate how to improve a Peer Observation Program operating at her secondary school. Damian, also a Head of Professional Learning, explored ways to improve the profile of the existing Professional Development program at his secondary school, with a particular emphasis on overhauling the Staff Mentor Program. Michael, a Head of Junior School, investigated ways to reduce the number of playground incidents resulting from primary students not adhering to playground policy rules. The paper initially outlines the construct of Action Research in the light of its applicability to educational research. Particular reference is made to the benefits of Action Research for those in the teaching pr...

Cul-de-sac from diehard traditions: The demise of action research in teacher education

Educational Research and Reviews

Reflective practice has become the global prime educational trend expected of education practitioners but some teacher educators tend to stifle its development. It is strongly believed in critical pedagogy, the theoretical framework of action research theorists that reflective practice is inherent in an introspective disposition and is developed through participatory action research. Reflective practice is the contradistinction of routine practice and is focused on the interrogation and subsequent improvement of one's own practices. A qualitative research was carried out with nine lecturers at a teacher education college about their experiences in supervising students who embark on participatory action research. The interview participants were selected using the snowball sampling technique. The data generated were analyzed by employing the Johnson-Christenson method. The results point to that the teacher educators categorically denounce participatory action research and are not conversant with the techniques to develop reflective practice through action research. They tend to stifle reflective practice by being prescriptive on 'transactions' of research practice and work practice based on their own experiences which Dewey refers to as 'miseducative' experiences. It is recommended that the teacher educators should be conscientized about how action research has the potential to promote the development of reflective practice.

The importance of action research in teacher education programs: Three testimonies

Following entry into the workforce, there are limited opportunities for new graduate teachers to engage in critically reflective activities about their educative practice. In an increasingly complex and challenging profession, the need for teachers, administrators and school systems to become involved in professional development activities is ever present. Undertaking a unit in action research methodology provides those professionals working in the education system with a systematic, reflective approach to address areas of need within their respective domains. The University of Notre Dame Australia (Fremantle) offers a core unit in action research methodology as part of its eight (8) unit Master of Education degree. This paper discusses the place of action research within a Master of Education degree, and within the teaching profession. The approaches adopted by two tertiary institutions (one in the United States, and one in Australia) to teach action research to educators are highlighted. More specifically, the professional practice employed by one academic to teach the action research unit within a Master's degree course is outlined. The author has taught the unit ED6765: Action Research in Education for the past four years consecutively, and believes the skills and knowledge developed as part of undertaking this unit are critically important within teacher education and the teaching profession. Some examples of past action research projects designed and implemented by students are also included.