2. Inquiry-based research conducted by teachers that follows a process of examining existing practices, implementing new practices, and evaluating the results, leading to an improvement cycle that benefits both students and teachers. Also known as: practitioner research, teacher research, site-based research, and action science. cs3.wnmu.edu/elearning/a404/support/a404b0_50100.html Action Research

6. Teacher as Researcher The teacher is like a gardener who treats different plants differently and not like a large-scale farmer who administers standardized treatments to as-near-as possible standardized plants. Under such conditions variation of treatment gives a better gross yield attempting to maximise the yield of every individual unit; and this is what is required of education. The teacher must diagnose before he prescribes and then vary the prescription. … both teachers and pupils are involved in meaningful action and meaningful action cannot be standardised by control or sampled.” Lawrence Stenhouse Feb 1979, University of East Anglia, UK In “Research as a basis for teaching – Readings from Lawrence Stenhouse by Rudduck and Hopkins Lawrence Stenhouse

7. Teacher as researcher: Real classrooms have to be our laboratories, and they are in the command of teachers, not of researchers. This is the characteristic of professional schools: the research act must conform to the obligations of the professional context. This is what we mean by action research. Lawrence Stenhouse Feb 1979, University of East Anglia, UK Lawrence Stenhouse

8. Teacher as researcher: We shall only teach better if we learn intelligently from the experience of shortfall, both in our grasp of the knowledge we offer and of how to offer it. That is the case for research as a basis for teaching. Lawrence Stenhouse Feb 1979, University of East Anglia, UK Lawrence Stenhouse

9. Teacher as researcher: “ It is teachers who, in the end, will change the world of the school by understanding it.” Inscription on Lawrence Stenhouse’s memorial plaque at University of East Anglia. Lawrence Stenhouse

10. “ Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out.” Carr & Kemmis, 1986

13. http://www.infed.org/biblio/b-reflect.htm

17. Reflection on action http://www.infed.org/biblio/b-reflect.htm#Schon Pausing after an activity to see how it went – what went well, what did not, what could be changed; We develop sets of questions and ideaas about our activities and practice Donald Schon

19. Reflection Stop to reflect

20. Rushing around Life becomes a blur

21. Reflection helps us to focus…

22. To think and act and think again…

23. Reflection is the bridge between thinking and acting

24. A reflective thinker is aware of her own knowledge and lack of knowledge and recognizes that there may not be only a single correct solution to a problem or interpretation of a situation. A reflective thinker relies on all available resources to find relevant needed information and opinions in order to come to a personal understanding of a situation, knowing that this understanding may change, as she gains more information and insight into the matter. http://ldt.stanford.edu/ldt1999/Students/cmazow/MajorProject/refThinkLoMain.htm

30. A professional development framework for teachers in ITE Based on Action Research. Since Feb 2002 EXPLORE PRACTISE PERFORM PLAN Quality Teaching & Learning E nquiry R eflection PEPP&ER Process Product Habits In ITE

31. PEPP&ER process - improving the quality of teaching and learning Enquiry Reflection Learning Circle PEPP&ER is founded on Action Research Principles and practice Action P LAN to improve the quality of teaching and learning E XPLORE new and innovative strategies P RACTICE – carry out the plan agreed upon P ERFORM – reflect on learning experience and share findings

33. Products of Action Research: Teachers’ Professional Knowledge "Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice." - John Elliott

37. “ Teacher research will force the re-evaluation of current theories and will significantly influence what is known about teaching, learning, and schooling. It has often been said, ‘Teachers leave a mark on their students, but they seldom leave a mark on their profession’ (Wolf, 1989). Through the process and products of action research teachers will do both.” Beverly Johnson, Teacher-as-Researcher. ERIC Digest. What are the key effects of Action Research on the Professional development of teachers?