Professional Development Through Action Research

OVERVIEWDefining ‘research’ and ‘action

research’ Differentiating ‘classroom’, ‘teacher’

and ‘action research’ Questions that are appropriate for

action research Steps in the action research process Payoffs, problems and solutionsDeveloping an action plan

PRELIMINARY DISCUSSIONHow do you think ‘action

research’ differs from ‘regular research’?

What are the differences between ‘classroom’, ‘teacher’ and ‘action research’

What are some of the questions that might be appropriate for action research?

DEFINING RESEARCHResearch“the organized,

systematic search for answers to the questions we ask” (Hatch and Lazaraton, 1991:1).

A “systematic process of inquiry consisting of three elements or components: (1) a question, problem or hypothesis, (2) data, and (3) analysis and interpretation” (Nunan, 1992:3).

AN ALTERNATIVE PARADIGM ACTION RESEARCHAn iterative cycle of planning,

observing, acting and reflecting Involves “small-scale

interventions” Is done by practitioners in

naturalistic settings Involves a wide range of data

types

Goals of Action Research Action Research has two main

goals:1. To seek local understanding2. To bring about improvement in the

context under investigation

Three Terms That Are Sometimes Confused

Classroom Research: Location: Where? Action Research:Method: How? Teacher Research:Agency: Who?

Classroom Research, Action Research &Teacher Research&

Classroom research can be conducted by teachers or other researchers, using many research methods

Teacher research can be done inside or outside of classrooms by teachers, using many research methods

Classroom Research, Action Research &Teacher Research

Action research can be conducted by teachers and other researchers, both inside and outside classrooms

Action research can be conducted by teachers in their own classrooms

THREE TERMS THAT ARE SOMETIMES CONFUSED

1.Classroom Research2.Teacher Research

3.Action Research

4.Classroom Action Research by Teacher

1ST DISCUSSION TASK

Write down three issues / questions you have or things you would like to know about your teaching and/or your students’ learning.

Share you issues / questions in groups and explain why you chose these.

Steps in doing Action Research The research is initiated by a

question, problem or puzzle An action is initiatedRelevant data are collected The data are analyzed and

interpreted The results are made public The process is under the control

of the classroom teacher

THE ACTION RESEARCH CYCLE

Plan

ActObserve

Reflect

THE ACTION RESEARCH CYCLE

plan Act

Reflect Observe

Goal #1Goal #2

Example of Action Research: Cycle 1Step 1: Problem/puzzle

identification -- “Student motivation is declining over the course of the semester.”

Step 2: Preliminary investigation -- “Interviews with students confirm my suspicion.”

Example of Action Research: Cycle 1Step 3: Hypothesis formation -

“Students do not feel they are making progress from their efforts. Learning logs will provide evidence to learners of progress.”

Step 4: Plan intervention -“Get students to complete learning logs each week.”

Example of Action Research: Cycle 1Step 5: Initiate action and

observe outcomes -“Motivation is improving, but not as rapidly as desired.”

Example of Action Research: Cycle 2Step 6: Identification of follow-up

puzzle - “How can Iensure more involvement and commitment by learners to their own learning process?”

Step 7: Second hypothesis -“Developing a reflective learning attitude on the part of learners will enhance involvement and motivation to learn.”

Example of Action Research: Cycle 2Step 8: Second round of action

and observation “At the end of each unit of work, learners complete a self-evaluation of learning progress and attainment of goals.”

2ND REFLECTION& DISCUSSION TASKWhat do you see as the payoffs,

problems and solutions in doing action research?

PAYOFFS

1. Each teacher learned more about their own theories, or frames for teaching

2. The frames for teaching of the participants were related to the bigger questions of second language education and education in general.

3. Action research was a powerful means of facilitating change (Lewis,1992).

CHANGES REPORTED BY TEACHERSTeachers: Became less directiveUsed a greater variety of behaviors Praised more, criticized less Were more aware of students’ feelings Used the target language more Incorporated student ideas more

CHANGES REPORTED BY TEACHERSTeachers: Spent less class time talking Made greater use of group work Elicited more divergent open-ended student responses Made greater effort to get students to participate

PROBLEMS / CHALLENGESLack of time Lack of expertise Lack of ongoing supportFear of being revealed as an

incompetent teacherFear of producing a public

account of their research for a wider (unknown) audience

SOLUTIONSThere must be someone ‘on the

ground’ to ‘own’ the project. Experienced advisors must be

available. Teachers must be given adequate

training in how to do research.

SOLUTIONSProvide teachers with release

time from some face-to-face teaching.

Create collaborative teams. Start small.

RETURNING TO REFLECTION TASK 11. Review one of the three

questions you have or things you would like to know about your teaching and/or your students’ learning. Compare these ideas with one or two other people.

2. Brainstorm ‘next steps’ in researching your question.

Steps in the Action Research Process1. Problem identification2. Preliminary investigation3. Hypothesis formation4. Intervention5. Data collection6. Data analysis7. Expected outcomes

REFLECTION AND DISCUSSION TASK 3Using the steps in the action

research process as a template, and the issue / question you developed earlier, create your own action research plan.

FURTHER INFORMATIONBailey, K.M., A. Curtis and D. Nunan. 2001. Pursuing Professional Development: The Self as Source. Boston: Thomson Learning / HeinleBurns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Edge, J. (ed.) 2001. Action Research. Alexandria, VA: TESOL.Nunan, D. and Bailey, K.M. (2009). Exploring second language classroom research. Boston: Heinle. Wallace, M.J. (1998). Action research for language teachers. Cambridge: Cambridge University Press.