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