Teacher as researcher in the classroom

Knowledge models

Whats the relationship/ flow between the two?

Looking closely at researchAction research is the process of systematically testing new ideas in the classroom or school, analyzing the results, and deciding to implement the new idea or begin the process again with another idea.

Action research differs from formal research conducted by education theorists because it is typically designed and controlled by the teacher him- or herself or in collaboration with other practitioners.

Classroom action research is characterised by:Begins with a question, such as "Why don't my students write better notes?"Proposes a classroom-based practice (intervention) to change the identified problem, such as "Will using a graphic organizer to teach a concept improve note-taking skills?"Uses a systematic approach to testing and analyzing the idea or intervention (Did it improve their skills? How?)Is teacher or practitioner directedHas an end goal of improving a teaching practice or other educational process.

2. Relevance of the teachers role and Why?Action Research : improve professionalism by doing research based on education.Teachers are the ground workers : Teacher know what is happening at school and the solution to various teaching/learning problems. The research done would be based on reality and teaching practice and not opinion based.Teachers can explore new ideas to improve teaching and apply it during classes more innovative.

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Develops critical thinking in the working environment.Research can be done in countless cycles until optimum result is achieved.Encourage reflective thinking among educators.Improve various skills such as planning, observation, collecting data, analyzing data, evaluating, interpreting data, making reflection and conclusion.In the end : improve the image of teaching profession, making it as a research based profession .

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Finding out about teaching - What can and cant research do?Research the issue, a tool for thinking, or for action?

Practising what we preach - modellingLack of use of research by teachers parallel to classroom teachers whose students struggleWhat would we do then?Ill have what hes having!

Relevance in classroom teaching It will help you build a reflective practice, based on proven techniques.It allows you to try out new ideas and reliably assess their effectiveness.It will build confidence in your instructional decisions.It contributes to the professional culture of teaching at your school.It can create meaningful and lasting change in your practice, your students' learning, and your school.

What does that mean for how research improves practice?For individuals, research outputs need to prompt:Collaborative, active learning, Demonstrating an expectation that findings will be have to be interpreted for contextDiagnosis in context of student experiencesLearning from lookingUse of specialist expertise/ smart tools to explore beliefs, challenge with new ideas etc

At system level it meansInvestigating the issues of interest to practitionersAwareness raising re: range of useful researchSecuring understanding of core facts and issuesEnabling practitioners to relate products to own experiencesProviding access to theory / the underpinning rationale to enable transferEncouraging and/or supporting practitioners in interpreting, testing & refining strategies from research in their own context

3. ContextTeachers can do action research based on these aspects:The usage of teaching/learning aidsTeaching strategy/technique/methodGroup work activitiesPreparing worksheets / assessment in the classroomClassroom managementDisciplinary problem

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Benefits improvements in student:motivation, responses to specific subjects & curricula performance e.g. test results and specific skillsorganisation e.g. collaboration, selection of strategies questioning skills, thinking & responses to stimuliAnd teachers self-confidence e.g. in taking risks and efficacywillingness to continue professional learningwillingness & ability to make changes to practiceknowledge & understanding of subject & pedagogyrepertoire strategies & ability to choose between them

4. Application Identify and analyze the problems occurred in the classroom or curriculumPlan and construct strategy to overcome the problem.Implement the strategy.Assess the effectiveness of the strategy.

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Make group reflectionDraw a conclusion and identify new problems that arise.Do second cycle until optimum results are achieved.Report the research findings/prepare research paper/publish in journal/share with interested educationist or as reference.

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Reference:Syed Ismail Syed Mustapa, Ahmad Subki Miskon. (2014). Asas Kepimpinan & Perkembangan Professional. 2nd ed. Penerbitan Multimedia Sdn Bhd. Perak.**

*********Findings for Pupils.Things which you may want to highlight that arent self explanatory: responses to subjects - means that pupils who previously disliked e.g. maths became more positive about it and/or valued it more; organisation of work did include turning up for lessons with a pencil, rubber and/or homework diary but also extended to pupils feeling they had and could make choices about how to approach different tasks; use of collaboration as a learning strategy. Two programmes set out to explore whether collaborative CPD would help to engender collaborative learning for pupils. But in fact the majority of programmes showed evidence that pupils caught the collaborative learning bug either from teachers modelling their own learning or from teachers deciding to use their own experiences in their lesson planning.