Action Research for Teachers

McNiff, Jean; Whitehead, Joan M.

doi:10.4324/9780203462393

Cited by 56 publications

(37 citation statements)

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“…In this sense, the project connects to and is influenced by action research and the notion of participation within this research approach (Reason & Hilary 2011). The methodological approach of the project has been to make a productive interplay between workshops and what we could call 'development though self-reflection' (Bjoernsrud 2008, 38;McNiff and Whitehead 2005). Action research is understood by Bjoernsrud as a 'trade-off' between practice and research in which the researcher uses analytical approaches -concepts and methods -in order to deliver a description of practice as well as problems and dilemmas in practice to practitioners for joint discussions, reflections and analysis.…”

Section: Support Systemsmentioning

confidence: 99%

Interdisciplinary collaboration as a prerequisite for inclusive education

Hedegaard-Soerensen

Jensen

Tofteng

2017

European Journal of Special Needs Education

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This article reports on findings from a research project on interdisciplinary collaboration between mainstream school teachers and special school teachers. The aim of the research project has been to examine the knowledge of special school teachers and how this knowledge can contribute to the development of an inclusive learning environment in mainstream schools. Not as a simple task of transferring knowledge, but as a process of transforming knowledge through interdisciplinary collaboration and co-teaching. The design of the study is inspired by the notion of participation within action research as a research approach. Thus the thick data generated from reflective activities in the study design is analyzed within a narrative and practice directed strategy of analysis.

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Section: Support Systemsmentioning

confidence: 99%

Interdisciplinary collaboration as a prerequisite for inclusive education

Hedegaard-Soerensen

Jensen

Tofteng

2017

European Journal of Special Needs Education

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“…It is of a longheld belief that one significant competence that good teachers must possess is the ability to conduct research in order to inform their teaching practice. Studies have reached the general concensus that teachers who read and do research on a regular basis make research-based pedagogical decisions which in turn positively benefit both teaching and learning (Rowland, 1996;Hargreaves, 2001;McNiff & Whitehead, 2012). Moreover, research doing has also been proven to favour teachers' own professional development (Kincheloe, 2003;Lyle, 2003;Lankshear & Knobel, 2004;Kirkwood & Christie, 2006;Chow, Chu, Tarvares, & Lee, 2015).…”

Section: Research As Part Of Teacher's Competencesmentioning

confidence: 99%

Confidence and Motivation of Novice English Teachers at Vnu in Conducting Research

Lan¹

2020

JFS

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The study aims to gain some insights into the confidence and motivation of young English teachers in doing research as a preliminary stage for further follow up research into the research practice of these teachers. The researcher opted for a qualitative approach by interviewing in person six novice English teachers working at a university in Vietnam National University, Hanoi. The outcomes show that the teachers had between low and medium confidence in their research ability and were motivated mainly by extrinsic factors such as school requirement while acknowledging the benefits research has on teaching practice and personal development.

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“…Language teachers as teacher researchers often wish to carry out research within their classrooms or schools to improve their teaching, to assess a newly developed educational theory or to implement and evaluate an educational plan. According to McNiff and Whitehead (2006) action research has become increasingly popular around the world as a form of professional learning. It has been particularly well developed in education, specifically in teaching, and is now used widely across the professions.…”

Section: Background Of the Studymentioning

confidence: 99%

“…This can work in relation to individual and also collective enquiries. More and more groups of practitioners are getting together to investigate their collective work and put their stories of learning into the public domain (McNiff and Whitehead, 2006).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Practices of Secondary School Language Teachers in Conducting Action Research

2019

RHSS

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The main purpose of this study was to assess the Practices of Secondary School Language Teachers in Conducting Action Research. In order to achieve this objective, three instruments, namely, questionnaire, interview, and document analysis were used. While the questionnaires were used for teachers, semi-structured interview were done with school directors. Besides, document analysis was made with carefully prepared checklists.350 LanguageTeachers were selected using simple random sampling which was representative of total number. The researchers used both qualitatively and quantitatively methods of data analysis. While the close ended questionnaires were discussed using SPSS version 20, that is, with frequency, percentage, mean and standard deviation; the interview and document analysis were done through detail explanation and discussion with qualitative descriptive approach. The findings of the study depicted that there are inadequate involvement of teachers in conducting action research in the sample secondary schools. Moreover, it was indicated that there is little/no financial and material support on the part of the school to motivate teachers in doing research that enhance the teaching learning process. On the top of this, although the schools included conducting action research as part of their annual plan, there is no budget allocated for that purpose as well as scheme of acknowledging research work by giving some sort of incentives such as certificate, money, promotion, etc. for teachers. It was also identified through this study as there is skill gap, shortage of appropriate reference materials, heavy workload, lack of team spirit among teachers and less supportive environment to conduct action research. On the basis of the finding, it was recommended that teachers should get awareness on the role of action research, should be provided with appropriate and adequate training, integrating action research into teaching-learning process and motivating teachers using various techniques in order to increase their involvement in doing action research which in turn boosts the quality of education with reflective and innovative research outputs which can solve classroom related problems.

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Action Research for Teachers

Cited by 56 publications

References 0 publications

Interdisciplinary collaboration as a prerequisite for inclusive education

Interdisciplinary collaboration as a prerequisite for inclusive education

Confidence and Motivation of Novice English Teachers at Vnu in Conducting Research

Practices of Secondary School Language Teachers in Conducting Action Research

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