Why should teachers do action research

Category: Education

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Why Should teachers do action research?:

Why Should teachers do action research? Page: 101

A Case Study:

A Case Study Linda Ross- experienced ESL teacher She has been working in the Australian Adult Migrant English Program (AMEP). The experience of a collaborative group when doing action research


PROBLEM Teaching a class of adult students with very diverse needs L1 and L2 English Speakers Literacy and Numeracy Skills

Participants :

Participants 10 adult learners Ages range from 17-42 20 hours a week, 4 hours a day, 15 weeks Long-term unemployed

Research Question:

Research Question How to respond to the changing profiles of their classes and develop new starategies and approaches to meet their students’ heterogeneous needs?


Procedure Observation- field notes She felt dissatisfied She isn’t aware of learners’ strenghths and weaknesses and individual progress She doesn’t know how she could develop weak ones and extend the strongers

Practical Action Strategies-1:

Practical Action Strategies-1 Discover more about the learners Strengths Weaknesses Skills Meet the learners’ needs Ask the learners how they feel

Data Collection Instrument:

Data Collection Instrument Checklist Informal Conversational Interviews

Practical Action Strategies-2:

Practical Action Strategies-2 Dividing the class into different ability groups She prepared worksheets at two levels Mistake “LABELLING”- “destructive” rather than “constructive” Undermined learners’ self-esteem

Practical Action Strategies-3:

Practical Action Strategies-3 Using Graded Materials Monitoring progress

Practical Action Strategies-4:

Practical Action Strategies-4 Identifying preferred learning styles and past learning experiences of the learners Advantages of collaborative perspective Learners responded positively


Conclusions Make the learners feel they are equal members Provide help when learners need- not kids anymore Consider them as a cooperative group

Linda’s Reactions Towards Action Research:

Linda’s Reactions Towards Action Research Collaboration helps one to shape his/her ideas, to understand the importance of making judgements- reflection to encourage to think many issues, to develop a critical perspective to learn observing systematically


Implications Reseaching one’s own classroom is something which CAN and SHOULD be considered as language teachers as a realistic extension of professional practice.

Reasons for Conducting Action Research:

Reasons for Conducting Action Research for professional growth, to develop research skills, to declare a wish for change, to complete a university course

Advantages of Collaborative Action Research:

Advantages of Collaborative Action Research Results are more effective Help teachers share common problems and work collaboratively in solving them Strengthen the opportunities for change More powerful than individual studies Strengthen the positions of teachers’ own voices in the foreign language literature Provide examples and suggestions for other teachers to conduct action research




ACADEMIC RESEARCH + THEORY + RESEARCH - PRACTICE Academic Researchers know little and understand less about the day-to-day business of life in the language classroom


CLASSROOM PRACTICE - THEORY - RESEARCH + PRACTICE They don’t have the skills, training or knowledge to carry out research according to empirical requirements.

Reasons for Teachers’ Conducting Research-108-109:

Reasons for Teachers’ Conducting Research-108-109 Help teachers engage more closely with their own classroom practice Collaboration facilitates change Important in terms of personal and professional growth- staff development Increase self-awareness and personal insight Help teachers understand the reasons and need for change Help teachers develop their research skills

The Last Trend:

The Last Trend “Reflective Practitioner” Teacher as Researcher”

Benefits (Goswami and Stillman. 1987) Page: 110:

Benefits (Goswami and Stillman. 1987) Page: 110 1. Teaching is transformed. 2. Teachers’ perceptions of themselves change- active, confident and professional. 3. They give insights about their own classrooms- others don’t know. 4. They become critical. 5. They might suggest practical ideas that others might not consider 6. Develops relationships between teachers and learners.

Stenhouse (1975:143)- Page:111:

Stenhouse (1975:143)- Page:111 Classroom research needs to be done by the classroom teacher-uniqueness Thus, this increases teachers’ understanding of their own work and Help to be effective teachers


IMPLICATIONS To make teachers familiar with different approaches to educational research, To make teachers familiar with research processes or methods To help teachers understand the nature of action research