Action Research Develops the Quality of Teaching

Meknes – Action Research—or teacher-initiated classroom research—is often seen by practitioners as a valuable form of continuing professional development. It is a way of promoting lifelong learning; that is, it seeks to improve the practitioners’ understanding of classroom environment (teaching and learning) and to bring about development to classroom practice and theory as well. Teachers who take part in Action Research (AR) can often become more confident and knowledgeable of subject matter, collect and use evidence properly, and encounter raised dilemmas in the classroom intelligently. However, AR does not necessarily improve the quality of practice in classroom. It may lead to the understanding of practical issues for some, but it can also lead to confirmation of existing practice for others. In this regard, the focus of this essay will be on the role of Action Research in developing teachers professionally. To put it simply, how can AR contribute to teachers’ professional development?

Action Research is a means used to assist teachers and educators to improve teaching and learning. It is valuable to these processes. Therefore, AR is considered a medium that helps instructors to look closer at teaching philosophy, and makes them aware of the teaching strategies they intend to use in the future. In addition, AR helps teachers to developed professionally in terms of paying attention to learning issues in the classroom once they occur, and rather than complaining about students’ lack engagement and accomplishment, react change the case for the better. Moreover, if the teacher discovers what works best for students, then s/he will provide them with better teaching materials and implement a more useful teaching strategy; hence, learners’ engagement in the course and learning achievement will improve. In other words, providing the best teaching philosophy will positively affect the students’ learning process. In short, AR plays a substantial role in improving awareness of the instructional tasks in teachers, as well as learning outcomes in students.

The overall aim of AR is to improve one’s own practice; thus, utilizing it brings about changes in classroom instructional practices. Its process makes teachers more aware of the teaching practices and lets them properly perceive students’ needs. Through AR, practitioners can either confirm or reject a particular classroom practice. Even in rejecting classroom practices a teacher may furthers his/her view to make use of new strategies and methods. Besides, AR gives teachers confidence not only to try new practices, but also to observe what happens in the classroom and evaluate students’ achievements and outcomes.

Teachers who conduct AR seem to be empowered and confident by comparison to the ones who don’t—especially for future pedagogical practices or making decisions. So, there is no doubt that AR seems to be a professional development opportunity that has a positive impact over teachers’ experience, including confidence and autonomy.

Teachers may engage in a process of critically reflecting on their own teaching; hence, they may use AR to continuously improve their teaching. They can gain new insight on how curriculum should be implemented to foster learning. Teachers are required to reflect—using AR—not only upon their teaching philosophy and techniques, but also upon subject-matter content of the textbook and to see whether or not it suits students’ overall needs.

Furthermore, teachers gain new perceptions of how the task of teaching should take place within classroom. They may arrive at the conclusion that one needs to change some of his/her daily pedagogical practices, or more specifically, they may need to change some of his/her instructional practices so that students can receive a better understanding. In addition, daily reflections push teachers to think critically about their teaching behaviours and make them look at classroom issues in new ways. In short, AR obliges teachers to ask more “wh-questions” about students’ performance and the possibility to ameliorate their competencies.

Briefly, AR questions may take the form of “how does one improve what one is doing?” This question helps practitioners on through the following principles. Teachers investigate what they are actually doing within classrooms (with the intention of improving it), which eventually leads to full understanding of the situation. Understanding the situation will help teachers evaluate their task and implement necessary changes. This way of working may influence other colleagues by checking one’s conclusion against others, thus changing the strategy of teaching in light of their perception. Collaboration with colleagues not only helps teachers understand the situation better, but it also contributes to their overall improvement.

Edited by Katrina Bushko