Action Research Paper Edd560

Action Research and Team Teaching

Good teachers and educational leaders do not rely solely on traditional ways to solve problems, nor do they depend only on the advice of others, or even the recommendations of ‘experts’. Good teachers and educational leaders conduct their own investigations to identify and solve problems and analyse information about their classrooms and schools. In the process they develop their own professional competence. Action Research is one strategy that can contribute to professional learning and high-quality teaching.
According to Glenda Nugent, Sakil Malik, and Sandra Hollingsworth, authors of “A Practical Guide to ACTION RESEARCH for Literacy Educators” good teachers ask themselves:

  • Are my students learning?
  • Are my methods of teaching effective?
  • What difference does my teaching make in developing the knowledge and skills of my students?

Action Research involves practitioners in ongoing cycles of planning, acting, observing and reflecting. It embeds ongoing evaluation of teaching practices as teachers and leaders examine their school culture and their classroom teaching practices.  The goal of Action Research is a positive change in everyday practices in one’s own classroom or school. It is largely about encouraging teachers to be continuous learners and proactive ‘actors’ in their own classrooms. Action Research into Team Teaching is also about incorporating reflection into the daily teaching routine – the willingness to critically examine team’s teaching practices in order to improve or enhance them so that teams of teachers become empowered to make informed decisions about what to change and what not to change. For school leaders it is in part about setting up teams of teachers and supporting them to make the most effective use of the possibilities of team teaching that might lead to improved learning for their students.
Action Research helps teachers:

  • Link prior knowledge to new information,
  • Learn from experience (including less than successful attempts to change practice) and
  • Ask questions and systematically find answers (Fueyo & Koorland, 1997).

Prepare your Action Research Plan 

Action Planning Template
This template can be used by your school team to plan your own action research project and to design your research question. Try to keep your research question clearly focussed. If your research question is too big it many not be manageable. An alternative is to retain your ‘big’ question and to design sub questions that are more closely focussed on what you will actually trial during the cycles of Action Research.

Audio: Muriel – Action Research  (16m 48 secs)

Audio: Muriel – Matching Action Research Questions to Data Collection (4m 53 secs)

Audio : Muriel – Action Research – Data Collection (9m 11 secs)

Timperly, H. 2011 Using student assessment for professional learning: focusing on students’ outcomes to identify teachers’ needs Paper No. 21 May 2011
(Published by Education Policy and Research Division, Office for Policy, Research and Innovation, Department of Education and Early Childhood Development
Melbourne, 2011)

Reflection

Action Research requires teacher~researchers to reflect on their practice. The evidence to reflect on can be gathered in a variety of formats including video evidence. A further aspect is action research is the need to keep a personal journal of your experiences during each phase of planning, acting, observing, reflecting, planning etc. The following transcript is an example of how one teacher  (Debbie Miller) reflects on the decisions she makes about her teaching practices.

Transcript of Debbie Miller Reflecting

Reflection for self growth and professional improvement has long been considered an effective way to promote individual’s capabilities.  Students are asked to reflect as learners,  as  teachers are about their pedagogical practice.   Team teaching requires individual and collaborative reflection in order to promote self & peer directed learning.  Read the following article (and within it the linked sites) and consider how our ability (teachers and students) might be something that we need to pay more professional attention to (given our technological learning environments), in order to ensure  that quality reflection is occurring.

http://www.nytimes.com/2016/06/12/fashion/internet-technology-phones-introspection.html?_r=0

Using a SWOT Approach to Researching your Practice

SWOT: Using a SWOT Approach to Research Practice (Andrea Gallant)

Effective use of video

The Participatory Inquiry Program (PIP): Working with Video as Evidence/Data (Andrea Gallant)

Participatory Inquiry Program

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