They have long been applied in the contexts of schools’ and teachers’ work. It focuses on the teacher as learner within schools characterised as professional learning communities. Teachers are valued as both sources of knowledge and users of this knowledge to generate new knowledge, new ideas and new practices. action research involves research, but the emphasis is not on researching other people’s practices. action research emphasises research into a teacher’s own work practices with and for others. Improvement in practice is achieved by teachers reflecting on their work and asking, with the help of colleagues, in what ways they might do it more effectively
Action Learning Lena Arena Project Coordinator - DER NSW Sydney Region Ph: 9582 2851 [email_address]
identify one or two educational challenges or opportunities to be addressed by the project team, and perhaps at least one individual challenge (e.g. developing competence in relation to one or more elements of the Quality teaching framework) for each team member to pursue
determine measurable and/or observable project team and individual outcomes that are achievable within the established timeline for the project
Be clear about each step you take, ensure your timeframe is manageable.
Taking action is about implementing the action plan. It may include teaching, assessing, team meetings and discussions, workshops, in-class support and peer observations, input from external sources (such as an academic partner or a regional consultant), reflection and sharing of expertise, ideas, experiences, thoughts and feelings.
Analysis of Data -describe, record, discuss and reflect upon the action
Analyse the evidence.
Collate the findings
What can you learn from the data? What patterns, insights, and new understandings can you find?
What meaning do these patterns, insights, and new understandings have for your practice? for your students?
Share your findings with participants and colleagues
Action research teams use a variety of strategies to gather evidence and describe action. This may include discussions between team members and support personnel to clarify and share observations, thoughts and ideas, interviews, focus group discussions, journals or learning logs, portfolios, video scenarios, photographs, and annotated student work samples.
Involves teachers in considering not only what they are doing in the classroom … but also why they are doing it.
Teacher knowledge of educational theories and research can assist teachers to reflect critically on their current practice. When they become conscious of the theories implicit in their practice, they are better able to determine whether there is a need for fundamental change,
e.g. Given the benefits to be obtained by students engaging in cooperative learning, to what extent do I provide for cooperative learning in my classroom?