Jamil Ahmad PhD Fakulti Pendidikan UKM
Action Research:
A Tool for Improving Quality Service
SEMINAR PENYELIDIKAN SEKTOR AWAM
INTAN, BUKIT KIARA
17 MEI 2012
Origins of Action Research
Kurt Lewin (1946), a social psychologist is reputed to
have been the first to use the term 'action research',
as a way of describing professional development in
social situations.
He went on to conduct various research projects,
which were all aimed at creating some sort of social
Action Research for Business, Non-profit, and Public
Administration change.
Action Research – Tracing the Origins and
Development in Teacher Education
– Kurt Lewin (1946)
– Stephen Corey (1950)
– Lawrence Stenhouse (1970s)
– Carr and Kemmis (1980s to date)
– John Elliot (1990s to date)
– Donald Schon (1980s)
– Jack Whitehead (1970 to date)
– Jean McNiff (1990 to date)
LATAR BELAKANG DAN PERKEMBANGAN KAJIAN TINDAKAN
DIPERKENALKAN OLEH KURT LEWIN (1946) (Ahli Psikologi Sosial)
Dua Idea Utama Konsep Kajian Tindakan 1. Komitmen Untuk Penambahbaikan
2. Keputusan Bersama
Idea Lewin digunakan oleh Stephen Corey di Teachers’ College Columbia University, New York (1953) sebagai pendekatan penyelidikan di sekolah
Tahun 1970an Penyelidikan mendapat perhatian antarabangsa Lawrence Stenhouse memperkenalkan Konsep Guru Sebagai Penyelidik
1975-Humanities Curriculum Project (HCP) 1978-Research as a basic for teaching (di UEA, Norwich, England)
Tahun 1976 John Elliot dan Rakan-rakan memperkenalkan Ford Teaching Project di CARE, UEA, Norwich Classroom Action Research Network (CARN)
Projek PALM (1998-1990)
Penyelidikan Tindakan berkembang di Eropah, Australia dan USA
Di Malaysia, KT berkembang 1990an
Konsep KT diperkenalkan kepada 41 orang pensyarah institut/maktab perguruan
dan pegawai BPG. 11 hingga 20 Disember 1988.
oleh Prof. Stephen Kemmis dari School of Education, Deakin University, Australia.
Tahun 1990an
Idea “guru sebagai penyelidik” menjadi sebahagian kandungan kursus program
pra-perkhidmatan dan dalam perkhidmatan di institut/maktab perguruan.
“Program for Innovation Excellence and Research” (PIER)
BPPDP 1993-1996
Setelah PIER tamat, Program Pembudayaan Penyelidikan diteruskan melalui
pembiayaan dari;
JPPPKP (1997)
Kementerian Sains Teknologi dan Alam Sekitar (1998-1999)
ABM BPPDP (2000 hingga sekarang)
Sebahagian dari kursus dalam Diploma dan ijazah Pendidikan di IPT
What is action research?
• Action research can be described as a family
of research methodologies which pursue
ACTION (or Change) and RESEARCH (or
Understanding) at the same time.
Action Research
Action research is a process in which
participants examine their own practices,
systematically and carefully, using the
techniques of research.
Action research is a research that ANY of us
can do on his/ her own practice to improve it.
Action Research
Action research is a form of research in which
practitioners reflect systematically on their
practice, implementing informed action to bring
about improvements in practice.
Action Research
Action Research is 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 these practices are carried
out.
Wilf Carr and Stephen Kemmis (1986)
Action research is inquiry or research in the context of focused efforts to improve the quality of a PRACTICE.
It is typically designed and conducted by practitioners who analyze the data to improve their own practice.
Action research can be done by individuals or by teams of colleagues. The team approach is called collaborative inquiry.
Action Research
A Model of Professional Development
Action research is a model of professional
development in which practitioners study their
own practice, a process that allows them to
learn about their own practices and to continue
to improve.
Action Research
is NOT
Writing a Research Paper
ACTION RESEARCH HAS THE POTENTIAL
TO GENERATE
GENUINE AND SUSTAINED IMPROVEMENTS IN
SCHOOLS AND PUBLIC SERVICES.
How Action Research is Done?
Using a Cyclic or Spiral process which
alternates between Action and critical
Reflection, and
Continuously refining methods, data and
interpretation in the light of the understanding
developed in the earlier cycles.
The ‘Action Research Spiral’
Kemmis and McTaggart, 1988
•Plan
•Act
•Observe
•Reflect
•REVISED
Plan
•Act
•Observe
•Reflect
MEREFLEK
Muhassabah/Mereflek
bagi melihat kekuatan &
amalan sendiri/ proses
BERTINDAK
Melaksana tindakan bagi
mengatasi masalah yang
menjadi fokus
MEMERHATI
Mengumpul dan
menganalisis data bagi
menilai keberkesanan
tindakan
GELUNG 1
TINJAUAN AWAL
• Pengumpulan data
awal bagi
mengesahkan &
mengenalpasti isu
sebenar
• Mengenalpasti fokus
isu yang menjadi
keprihatinan
MEREFLEK
MERANCANG
BERTINDAK
MEMERHATI
MERANCANG
Merancang tindakan/
intervensi bagi
mengatasi masalah
yang dihadapi/difokus
GELUNG 2
KE GELUNG SETERUSNYA
PROSES KAJIAN TINDAKAN
Why Action Research?
It is participatory.
It is “from within” or internal and not from an
external “Expert’s eye”.
Very real “presences” can emerge in the
dynamically unfolding relations which can
teach us new ways of conducting our
practice.
It is the most logical way of doing research on
societal and community issues.
Sometimes, it does not make sense to go to an
outsider,with often shaky or no knowledge of the
given situation, thinking that with a few questions,
he/she can get enlightening answers.
It is difficult to grasp the issues of a group or
community by an outsider who has limited
interaction with the group.
Why Action Research? Cont..
The Purpose of Action Research
Contributes to the theory & knowledge based to enhance practice.
Supports the professional development of practitioners.
Builds a collegial networking system.
Helps practitioners identify problems & seek solutions systematically.
Can be used at all levels & in all areas of education and public services
“The idea of action research is that educational
problems and issues are best identified and
investigated where the action is; at the
classroom and school level.
By integrating research into these settings and
engaging those who work at this level in
research activities, findings can be applied
immediately and problems solved more quickly”
(Guskey, 2000).
Approaches to Action Research
• Individual Action Research
• Collaborative Action Research
• School-wide Action Research
Emily Calhoun, 1993
Participatory Action Research (PAR)
PAR is research involves all relevant parties in actively examining together current action (which they experience as problematic) in order to change it and improve it.
They do this by critically reflecting on the historical, political, cultural, economic, geographic and other relevant contexts.
It aims to be active “Team-Research”, by and for those to be helped.
It cannot be used by one group of people to get another group of people to do what they think is best for them
AR is genuinely democratic or non-coercive (By practitioners for practitioners)
• Reference Wadsworth, Y. (1998)
Reflection
Latin “reflectere” : To bend back
Involves “shuttling back and forth between
thinking and action”
Reflection
is the bridge between thinking
and acting
Levels of Reflectivity
Level 1 – Technical Reflection
Involves technical application of knowledge and skills in
the practice.
Level 2 – Practical Reflection
Emphasizes examination of assumptions underlying
practice.
Level 3 – Critical Reflection
Emphasizes moral and ethical issues of practicality to
values and beliefs.
Reflection for Action: Knowing in Action
• The sorts of knowledge we reveal in our
intelligent action
• Knowing in action: knowing more than we
can say, the capacity to do the right thing
(tacit knowledge).
Reflection in Action
• Reflection takes place in the midst of action
• Involves a surprise (an unexpected
outcome/behaviour that challenges one’s
knowing in action),
… we test our new way of seeing the
situation, and also try to change that situation
for the better.
Reflection on Action
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 idea as
about our activities and practice
Reflection: step by step
Describe •What, When, Who & Where?
Analyse • Why, How, What if?
Evaluate • So what, What next?
For any topic, issue , process, theme or artefact, ask…
Action Research (Participatory Action Research)
are powerful tools for people in business, nonprofits, and
public administration who seek to create change in
complex situations for the sake of sustainable
improvement.
There are two reasons for this:
1. It transforms you, the researcher, as you grow in
understanding of the issue(s) you study (Cunliffe
2004; 2005; James; 2005; 2006; 2009; Schön
1983; 1987).
2. Data-driven decisions have increased power to
influence stakeholders, and Action Research
protocols insist that you gather data.
Building Communities Through Action Research for Social
Change
Creating a Community of Research and Practice Across the
Canadian Public Sector to Improve Service to Citizens
From Citizen-Centred Service to the Service Value Chain:
Linking People, Service and Trust.
Improving Local Public Services Through a Research-Action
Dialogue in 4 West African Communities
Improving Public Health Through Health Visitor Services
Action Research:
A Tool for Improving Quality Service
The Improvement of Public Sector Delivery: Supporting
Evidence Based Practice Through Action Research
Improving Philippine Public-Sector Productivity for
Performance Excellence
Using Action Research To Develop a Thoracic Support
Nurse Role to Enhance Quality of Care Self-Designed Teams in Improving Public Sector
Performance and Quality of Working Life
Action Research:
A Tool for Improving Quality Service
ACTION RESEARCH: STARTING POINT
Broadly, any professional
situation about which teacher or
others want to gain a deeper
understanding, and which they
want to change, is a potential
starting point.
(Altrichter et al. 1993)
10 Guidelines for Practioners Fullan & Hargreaves (1991), quoted in Change Forces, Fullan (1993:144)
1. Locate, listen to and articulate your inner voice.
2. Practice reflection for action, in action, and on action.
3. Develop a risk-taking mentality.
4. Trust processes as well as people.
5. Appreciate the total person in working with others.
6. Commit to working with colleagues.
7. Redefine your role to extend beyond the classroom.
8. Push and support principals and other administrators to develop interactive professionalism.
9. Commit to continuous improvement and perpetual learning.
10.Monitor and strengthen the connection between your development and students' development
THE END
IS
THE BEGINNING
AKHIRAN
ITU
SATU PERMULAAN
TERIMA KASIH SELAMAT MENGAMALKAN ILMU YANG
DIPEROLEH DALAM TUGAS SEHARIAN