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OER4Schools/Programme review and action research: Difference between revisions
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{{activity|wcd| on action research|10 }} | {{activity|wcd| on action research|10 }} | ||
As an extension of the individual reflection activity, we are now proposing a valuable research method that can help a group of teachers come together to reflect and suggest possible improvement of their practice. This research method is call '''Action Research'''. Take about 5 minutes to read the text below and discuss briefly as a group the questions below | As an extension of the individual reflection activity, we are now proposing a valuable research method that can help a group of teachers come together to reflect and suggest possible improvement of their practice. This research method is call '''Action Research''' (AR). Take about 5 minutes to read the text below and discuss briefly as a group the questions below: | ||
''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions. | * ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions. | ||
''''What is the goal of AR?'''' It is aimed at changing as well as understanding practice in real educational settings. It often involves a trial-and-improvement approach to practical problem-solving by the teacher themselves. | * ''''What is the goal of AR?'''' It is aimed at changing as well as understanding practice in real educational settings. It often involves a trial-and-improvement approach to practical problem-solving by the teacher themselves. | ||
''''Who does AR?'''' It involves those directly affected by the research (teachers in this case) as collaborators or leading investigators in researching their own practice. Interpretation is from their perspective. A professional researcher may be a collaborator or advisor/consultant. | * ''''Who does AR?'''' It involves those directly affected by the research (teachers in this case) as collaborators or leading investigators in researching their own practice. Interpretation is from their perspective. A professional researcher may be a collaborator or advisor/consultant. | ||
''''Why do AR?'''' Many problems and solutions in classroom teaching are complex in nature and there is no 'quick fix'. AR researchers suugest that the reflection and solutions coming from the teachers themselves are very valuable. Doing AR well in a school creates a research culture whereby teachers actively reflect and intervene on a problem, its causes and suggest possible solutions. | * ''''Why do AR?'''' Many problems and solutions in classroom teaching are complex in nature and there is no 'quick fix'. AR researchers suugest that the reflection and solutions coming from the teachers themselves are very valuable. Doing AR well in a school creates a research culture whereby teachers actively reflect and intervene on a problem, its causes and suggest possible solutions. | ||
''''What are the steps of AR?'''' There are different types of action research. Here we are introducing a '''participatory AR model''' that is suitable for improving practice in a collaborative way within a group of teachers. This begins with the group of teachers reflecting and discussing on the past, present and future possibilities of a particular teaching practice. The steps and illustrative example for each step | * ''''What are the steps of AR?'''' There are different types of action research. Here we are introducing a '''participatory AR model''' that is suitable for improving practice in a collaborative way within a group of teachers. This begins with the group of teachers reflecting and discussing on the past, present and future possibilities of a particular teaching practice. The steps and illustrative example for each step outlined in the following background text: | ||
{{Background|text= | |||
'''Participatory action research - steps and examples''' | |||
1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party). | 1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party). | ||
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This form of research involves a democratic process so that all teachers are actively examining a current action in order to change and improve it – through a structured and collaborative form of reflection. It takes into account the teachers’ beliefs, aspirations, reality of school and wider societal expectation. It is action which is researched, changed and re-researched by the teachers themselves. Thus it aims to be help teachers to be actively involved in reflection, and to be able to determine the purposes and outcomes of their own inquiry. The research process could include the students as well as other stakeholders in the community (e.g. parents, volunteers). (Wadsworth, 1998) | This form of research involves a democratic process so that all teachers are actively examining a current action in order to change and improve it – through a structured and collaborative form of reflection. It takes into account the teachers’ beliefs, aspirations, reality of school and wider societal expectation. It is action which is researched, changed and re-researched by the teachers themselves. Thus it aims to be help teachers to be actively involved in reflection, and to be able to determine the purposes and outcomes of their own inquiry. The research process could include the students as well as other stakeholders in the community (e.g. parents, volunteers). (Wadsworth, 1998) | ||
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{{activity|wcd| on teaching and learning practices|10}} | {{activity|wcd| on teaching and learning practices|10}} | ||
