Action Research and the Professional Learning of Teachers A Paper presented at the Qattan Foundation, Palestine January [ Word version available ] Action research is acknowledged worldwide as a powerful form of learning. It is used in educational settings across the professions: Perhaps it is most visible in education, where its popularity became prominent, particularly with reference to the professional learning of teachers.
How do I improve my relationships with my colleagues? How do I help John overcome his fear of flying? How do I manage my work schedule more efficiently? The main ideas are: I am asking a real question about something that is important to me, and I am hoping to find ways of engaging with it; I am a real person; I am trying to improve something; this might be my own understanding, or it might be an aspect of the social situation I am in remember: Any improvement is still improvement, no matter how small.
Why are you interested? You need to be reasonably clear why you want to get involved. The reasons for our actions are often rooted in our values base, that is, the things we believe in and that drive our lives.
If you believe that all people have equal rights, you will try to ensure that your workplace is a place in which everyone does have equal rights, and you will organise your own work so that everyone has the opportunity to exercise their rights. The trouble is, we often work in situations where it is not possible to live in a way that is congruent with what we believe in.
You might believe in equal rights for all, but your workplace could well be a place where the rights of some people are denied. As your research progresses you might find that you are the one who is denying equal rights to others. You should expect surprises like this. Action research is a way of working that helps us to identify the values that are important for our lives and to live in the direction of those values, that is, take them as the organising principles of our lives.
It is unlikely that we will ever get to a situation where our work and situations are entirely congruent with our values. What kind of evidence can you gather to show why you are interested? If you are in a situation where things are not as you would wish them to be, how can you show that situation so that other people can relate to what you are experiencing?
How can you show what the situation was like, which made you resolve to do something about it? You need to gather data about the situation, and you can use a variety of methods for this — journals, diaries, notes, audio and videotape recordings, surveys, attitude scales, pictures, and so on.
You can use different data gathering methods at different times if you wish. You will compare this first set of data with later sets of data, to see whether there is any change and whether you can say that you have influenced the situation.
Aim to gather as much data as you feel is right; most people gather too much to begin with. You need to begin identifying working criteria to help you make judgements about whether the situation might be improving. These criteria would be linked with your values.
If you believe that all people should be treated fairly, a criterion will be whether you can show that people are being treated fairly. The criteria you identify might change as the research project develops.
Your data will turn into evidence when you can show that it meets your nominated criteria. What can you do about the situation?
How do you act in order to influence it in an educative way? You need to imagine ways in which you might begin taking action. You might want at this stage to consult with others about how you could move forward.
These others could be your critical friend or your validation group. A validation group is a group of people you invite to look at your research from time to time, and offer critical feedback. The decisions you come to about what action to take will be your own decisions; you take responsibility for what you do.
You need to consider your options carefully and decide what you can reasonably expect to achieve, given the time, energy and other resources you have. Having decided on a possible strategy, you now need to try it out. It might work and it might not. If it does, you will probably want to continue developing it.
If it does not, you will probably abandon it, or part of it, and try something else. What kind of evidence can you gather to show your educative influence? This is your second set of data, which will also turn into evidence by meeting your nominated criteria.
You can use the same, or different, data-gathering methods that you used before. You should try to show, through this set of data, whether there is an improvement in the situation, even though that improvement might be very small.Get Inspired!
Inspirational quotes to live by from famous people including: Anais Nin, Albert Einstein, Gandhi, Mother Teresa, Maya .
Writing and Doing Action Research is an essential text for anyone working with action research, providing vital guidance on the preparation and production of texts, how this type of work is assessed and enabling you to get the best results from your ashio-midori.com: Pasta dura.
Jean McNiff’s Writing and Doing Action Research is a text that will thus most certainly appeal to those interested in moving beyond traditional scholarship approaches, but it also has utility for a much wider audience that includes graduate students in the thesis proposal-writing phase as well as those in the throes of the dissertation, early.
Action Research: All You Need to Know [Jean McNiff] on ashio-midori.com *FREE* shipping on qualifying offers. This practical text supports readers on their journey to becoming self-reflective practitioner-researchers.
It provides the ideas and frameworks necessary to understand action research and expertly guides readers through the practicalities and complexities of doing research . Apr 22, · Doing and Writing Action Research provides a clear, comprehensive, and user-friendly guide to the practical aspects of carrying out action research.
Written with practitioners involved in workplace-based professional development programs, as /5. Definition and Purpose. The essentials of action research design follow a characteristic cycle whereby initially an exploratory stance is adopted, where an understanding of a problem is developed and plans are made for some form of interventionary strategy.