teacher as action researcher
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Transcript of teacher as action researcher
The Teacher as Action
ResearcherBy: Avelina Teston-Llagas, Ed.D.
What do we need to learn?Enhance competencies in conducting action research;
Operationalize action research as a determinant to effective teaching and classroom management; and
Conduct action research in line with the roll-out implementation of the K to 12 program.
THERE ARE TWO COMPONENTS OF K TO 12 THAT HAVE BEEN LAUNCHED AT THE START OF SCHOOL YEAR 2012-2013: The universal kindergarten
education program The roll-out
implementation of grade 1 and grade 7 in the k to 12 program.
From the perspective of action research, the teachers and instructional leaders becomes imperative to analyze existing practices and identify elements for change.
Action research can help teachers feel in control of their professional practice.
Dr. Stephen Waters-Adams (2006)
Clarifies the use of action research, to wit;
Action research in the k to 12 program can be used to Understand one’s own practice.
A. What is action research?
Lawrence Stenhouse It is not that teachers’ work
should be studied: they need to study in themselves.
He emphasized that action research concerns actors- the teachers carrying out their professional actions day by day.
Carr and Kemmis (1986) describe this as: The improvement of practice The improvement of the
understanding of practice The improvement of the
situation in which the practice takes place.
Some definitions of action research:
It is about teachers striving to understand and to improve their practice.
It proceeds through a process of planning, action and reflectionupon action.
It involves the gathering of evidence about practice.
It also involves teachers trying to see the effects of planned change in their practice.
Action research strives to be systematic and rigorous.
Analysis and knowledge formation in action research belong to the practitioner.
• Jennings and Graham, 1996
Vignettes/anecdotal Short descriptions or pieces of
acting which express clearly and neatly the typical characteristics of the things that they represent.
A part of a data gathering technique.
B. Principle of triangulation
This shows what may be included in vignettes/gathering of data
(Elliot, 1991)
?
Observation of interactions
Analysis of learner’s work Interview with learners
The following may help the teachers reflect on their concern to improve the teaching-learning process:o Structural or semi-structured
interviewso Class recordso Audio and video tape recordingo Field noteso Written and art worko Observation in the classroom, playing
fields, school canteen
C. Action Research Cycle ( Ferrance, 2000)
Five phases of action research design are as follows:
Gather data
Interpret
data
Act on eviden
ce
Evaluate
results
Next step
Identify the
problem
The action researcher views the
classroom as:
“A small society with patterns
and beliefs, power relationships and
standards for academic
performance and student behavior.
Moral climate influences classroom
environment”
Teachers as action researchers engage in continuous professional inquiry.
“they are students of teaching who observe others teach, have others observe them, talk about teaching and help teachers. In short they are professionals.”
- ( Baith, 1990)
Action research as:
duties and responsibilities of a teacher
A Plus Factor in the Competency-Based Performance Appraisal for teachers (CB-PAST)
D. Action Research as Professional Inquiry
What is action research about?*viewed as a practical approach to professional inquiry.*did not arise in education but was applied to the development of teachingas its potential wasidentified.*it is about how we canchange instruction toimpact students.
It is not enough that teachers ; work should be studied; they need to study in themselves.
- Stenhouse, 1975
Action research may be quantitative and qualitative.
The anathema to action research results from the conception of pure academic research as in thesis writing.
Types of research are given next
Individual Teacherresearch
CollaborativeAction
research
School-wideAction
research
District-wideAction
research
Focus
Single classroom issueClassroom with common issue
Single classroom or several of collective interest
School issue problem or area structures
District issue organizational
Possible support needed
Coach/mentorAccess to technology assistance with data organization and analysis
Substitute teachers release time close link with administrators
School commitment leadershipcommunicationExternal partners
District commitment facilitator recorder communication
Potential impact
CurriculumInstructionAssessment
Curriculum instruction assessment policy
Potential to impact school restructuring and change policy parent involvement evaluation of programs
Allocation of resources professional development activities organizational structures policy
Side effects
Practice informed by data information not always shared
Improved collegialityFormation of partnerships
Improved collegialityCollaboration, and communication team building
Improved collegialityCollaboration, and communication team buildingShared vision
Teachers who plan with regard to students’ abilities and needs and who are flexible while teaching are more effective than the teachers who are tightly focused on behavioral objectives and coverage of facts.
(Darling-Hammond, 1983)
Important determinants of teachers effectiveness:
Flexibility Adaptability CreativityLearning cannot occur when teacher
cannot connect to students’ Interest Needs Experience Motives
By: Mabalod, Malunay, Mantiza,
Martir