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Action Research for Professional Growth & Development 2. Inquiry-based research conducted by teachers that follows a process of examining existing practices, implementing new practices,and evaluating the results,leading to an improvement cyclethat benefits both students and teachers.Also known as: practitioner research, teacher research, site-based research, and action science.cs3.wnmu.edu/elearning/a404/support/a404b0_50100.htmlAction Research 3.
Tom Russell, Queens University http://educ.queensu.ca/~russellt/howteach/arguide.htm#arwhy ACTION RESEARCH refers to: 4. Action Research Tracing the origins and developmentin Teacher Education
5. Kurt Lewin (1946)
Lewins Action Research Involves a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action 6. Teacher as ResearcherThe teacher is like a gardener who treats different plants differently and not like a large-scale farmer who administers standardized treatments to as-near-as possible standardized plants.Under such conditions variation of treatment gives a better gross yield attempting to maximise the yield of every individual unit; and this is what is required of education. The teacher must diagnose before he prescribes and then vary the prescription. both teachers and pupils are involved in meaningful action and meaningful action cannot be standardised by control or sampled. Lawrence Stenhouse Feb 1979, University of East Anglia, UK In Research as a basis for teaching Readings from Lawrence Stenhouse by Rudduck and Hopkins Lawrence Stenhouse 7. Teacher as researcher: Real classrooms have to be our laboratories, and they are in the command of teachers, not of researchers.This is the characteristic of professional schools: the research act must conform to the obligations of the professional context. This is what we mean by action research. Lawrence Stenhouse Feb 1979, University of East Anglia, UK Lawrence Stenhouse 8. Teacher as researcher: We shall only teach better if we learn intelligently from the experience of shortfall,both in our grasp of the knowledge we offer and of how to offer it. That is the case for research as a basis for teaching. Lawrence Stenhouse Feb 1979, University of East Anglia, UK Lawrence Stenhouse 9. Teacher as researcher: It is teachers who, in the end, will change the world of the school by understanding it. Inscription on Lawrence Stenhouses memorial plaque at University of East Anglia. Lawrence Stenhouse 10. Action researchis simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out. Carr & Kemmis, 1986 11.
Donald Schon Philosopher, researcher, professor emeritus (MIT), made significant contributions to the theory and practice of learning. Concerned with professional learning, learning processes in organizations, and with developing critical, self-reflecting practice http://www.infed.org/thinkers/et-schon.htm Influential writing: 12. Reflection
13. http://www.infed.org/biblio/b-reflect.htm 14. Levels of Reflectivity
Quality Teaching: Reflection, the heart of Practice by Joelle K. Jay. 2003 15. Knowing in Action
http://hci.stanford.edu/other/schon87.htm Donald Schon 16. Reflection in Action
http://hci.stanford.edu/other/schon87.htm Donald Schon 17. Reflection on action http://www.infed.org/biblio/b-reflect.htm#Schon Pausing after an activity to see how it went what went well, what did not, what could be changed; We develop sets of questions and ideaas about our activities and practice Donald Schon 18. Reflection
19. Reflection Stop to reflect 20. Rushing around Life becomes a blur 21. Reflection helps us to focus 22. To think and act and think again 23. Reflectionis the bridge betweenthinkingandacting 24. A reflective thinkeris aware of her own knowledge and lack of knowledge and recognizes that there may not be only a single correct solution to a problem or interpretation of a situation. A reflective thinker relies on all available resources to find relevant needed information and opinions in order to come to a personal understanding of a situation, knowing that this understanding may change, as she gains more information and insight into the matter.http://ldt.stanford.edu/ldt1999/Students/cmazow/MajorProject/refThinkLoMain.htm 25. 26.
Jack Whitehead at the University of Bath Living Educational Theory 27. Action Research refers to:
Jean McNiff, 2002 Action Research Principles and Practice Jean McNiff 28.
Action Research in Singapore (1998) 29. Action Research Process in MOE
To improve the quality of teaching and learning 30. A professional development framework for teachers in ITE Based on Action Research. Since Feb 2002 EXPLORE PRACTISE PERFORM PLAN QualityTeaching & Learning E nquiry R eflection PEPP&ER Process Product Habits In ITE 31. PEPP&ERprocess - improving the quality of teaching and learning Enquiry Reflection Learning CirclePEPP&ER is founded onAction ResearchPrinciples and practice Action P LANto improve the quality of teaching and learning E XPLOREnew and innovative strategies P RACTICE carry out the plan agreed upon P ERFORM reflect on learning experience and share findings 32.
Reflect on: 33. Products of Action Research: Teachers Professional Knowledge "Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice."- John Elliott 34. 35. New role for teachers Students in the KBE need to be adaptable, flexible and creativethere is a need to develop a thinking student
RADM Teo Chee Hean at the Teachers Conference 2001 TSLN "Teach Less, learn more" PM Lee Hsien Loong 36.
The Teacher as a professional 37. Teacher research will force the re-evaluation of current theories and will significantly influence what is known about teaching, learning, and schooling. It has often been said,Teachers leave a mark on their students, but they seldom leave a mark on their profession(Wolf, 1989). Through theprocess andproductsof action research teachers will do both. Beverly Johnson, Teacher-as-Researcher. ERIC Digest. What are the key effects of Action Research on the Professional development of teachers?