Action-research-in-action-Paper-3-as-an-example.ppt

Koutselini, M. (2008). Participatory teacher development at schools: Processes and issues. Action Research, 6(1), 29-48.In this whole class session Part 1: Your interpretation of paper 3 Part 2: Looking for action research features in paper 3 Part 3: Writing up action researchPart 1Your interpretation of paper 3 What are the questions?What are the questions? Why is the study necessary?Why is the study necessary? How is the study described in this paper?How is the study described in this paper? （Purpose, participants, procedures, Purpose, participants, procedures, dada analysis?dada analysis?） What are the conceptual changes in the What are the conceptual changes in the teachers?teachers?Research questions What reflective processes will promote teacher self-evaluation, understanding and development? How do teachers implicitly understand school-based curriculum development? How do teachers conceptualise their role as curriculum developers? How can teachers understand and value the processes of reflective development?Part 2Looking for action research features in paper 3Action research in simple termsThe action research cyclePaper 3: the aim of the studyWhat conception changes? From traditional instrumental, positivist paradigm of teacher development where expertise about what to teach and how to teach comes from external sources and is imposed upon teachers thru teacher training To the reflective paradigm of teacher development or teacher empowerment, where teachers work together and think for themselves Participants 16 teachers, one inspector, 2 principals Researchers (author + 3 graduate students)Reflection was done through Weekly meetings. 3 rounds of meetings presented. During these meetings, participants discussed Problems Ideas Actions Reflections New action Diary of events and thoughts after each meetingThree cycles of meetings as a way to bring about desired changes Cycle 1 (3 meetings): focusing on collaborative problem identification Problem: Ts lack of trust for each other Solution: small grp discussion and ethos building Cycle 2 (4 meetings): focusing on collaborative decision making and planning for action Problem: Ts prefer to be told what to do Cycle 3 (4 meetings): focusing on planning further actionAction research features Participant involvement Who were the researchers? Who were the agents of action?Whose purposes? whose actions? Whose reflections? For whose improvement?Problem identificationWhat was the research problem(s)? Who had these problems and needed solution?Dynamic, cyclical processWhat exactly was done? Step by step procedures?Targeted changesWhat were the desired changes as a result of critical action and reflection?What monitoring/evaluative procedures were involved?To what extent was the problem resolved?Next round of actions and reflectionsWhat further actions were proposed? Is this a typical action research project? Why or why not?Two action research projects in onePurpose of Action research projectResearcher participantsTo empower teachers by bringing about changes in conceptions of teaching and learningOther participants (teachers, principals, and inspector)To reflect on their own teaching practices and improve their teachingThe “participant” outsider: a nagging issue with AR“However much the rhetoric changes to participation, participatory research, community involvement and the like, at the end of the day there is still an outsider seeking to change things. who the outsider is may change but the relation is the same. A stronger person wants to change things for a person who is weaker. From this paternal trap there is no complete escape.”Chambers 1983Part 3Writing up action researchWriting up action research: The role of theories Why theory? What theoretical framework was used in this report?Emancipation vs instrumental knowledgeContextualised, situated learningAR in teacher developmentWriting up action research: Paper 3 What was the overall message the author was trying to convey? Has the message been clearly and convincingly presented? Why or why not?Paper 3 as a research report How was this report organised? Do you like this organisation? How would you write it if you were asked to improve the report?Clarity! Clarity! Clarity! AR 易做不易写 My advice for your AR reportClarity in purposeClarity in argumentation structure Clarity in language of presentation