Literacy Links

Teacher Action Research

Teacher Action Research as Professional Development

by By Barbara Baird and Rebecca Davis, El Paso Community College

What is teacher action research?

Action research is not a new idea even though it has recently begun to gain in popularity. John Dewey wrote about the "researching teacher" in the 1930s and advocated the active participation of teachers toward contributing knowledge to the field. In the mid-1940s, Kurt Lewin constructed a theory of action research which engages practitioners in all the phases of inquiry in a "proceeding spiral of steps, each of which is composed of planning, action, and the evaluation of the result of action" (Kemmis and McTaggert, 1990, p. 8). Today, teacher action research is once again gaining widespread popularity. Several states, including Texas, California, Georgia, Iowa, Massachusetts, Pennsylvania, Rhode Island, Tennessee, and Virginia, utilize action research as a type of professional development with teachers in adult education programs. While they differ in application, they all have the common premises of putting power into the hands of teachers to inquire into their daily practices and taking personal responsibility for improving classroom teaching.

Why is action research different from research?

"Research" can be defined many ways. Too often the term is limited to the traditional university-based social science model of inquiry. While obviously useful to the field, this narrow definition of research often ignores the voices of teachers and their contributions to understanding and improving classroom practice. Action research brings practitioners into the field as contributors of knowledge. Action research is like any other research in that it asks questions, seeks valid and objective answers, and provides an interpretation of results; however, it differs by producing information and knowledge that have immediate application - thus the name "action" research. This model of research empowers practitioners to address significant issues in their classrooms. It encourages teachers to stretch their professional boundaries by looking at their own practice, identifying issues and/or problems that have risen out of their own teaching experiences, and proposing ways to address them. Teacher researchers consult professional resources and research findings in order to develop their own solutions that they test in their classrooms through a continuing cycle of planning, acting, observing, and evaluating.

Action research can be done as an individual or as a collaborative group. Collaborative inquiry has the advantage that teachers are able to talk to each other and allows for diversity of thought and construction of meaning. Drennon (1994) suggests that in order to accomplish action research, teacher researchers should engage in the following activities:

• Reflecting on practice and identifying problem issues, questions, or concerns;
• Gathering information through observations, study groups, interviews, professional readings, conferences, and workshops;
• Studying the information gathered;
• Planning some action to be taken;
• Implementing the action plan;
• Monitoring and evaluating the changes that occur and judging the quality of the changes; and
• Sharing what has been learned with others.

Why is action research different from other types of professional development?

Continued professional development is essential, and many times mandated throughout a practitioner's career. There are a variety of avenues for remaining current in the field. Some of the more familiar methods include workshops, seminars, and conferences (Caffarella, 1994). Professional development at the local level usually utilizes a formal educational structure of in-service workshops. These workshops typically involve the facilitator and/or workshop planner determining in advance the content that is to be covered. This method is cost-effective and allows local program administrators to serve the largest number of teachers. This type of continuing education can be hit or miss as to whether the information is useful to the instructor. Usually, the topics are generalized in order to appeal and apply to the widest possible audience with a focus on instructional techniques, technical skills, and local policy (Cranton, 1996). However, continuing professional education need not be limited to this design. Formats can be crafted to allow and to encourage greater participant input and consequently greater immediate relevancy to practitioners' needs. This "developmental perspective" (Pratt, 1998, p. 45) encourages learning to become a bridge from subject matter expertise to internalized relevancy. This practice allows practitioner researchers to create personal plans for professional development which encourage construction of meaning, development of a community of learners/practitioners, and critical reflection on their practice. In short, action-inquiry research has the potential to transform teaching and classroom practices.

What is an example of Teacher Action Research?

We were hoping you would ask! If you have been involved with or heard about Project IDEA, then you have probably seen and/or heard about teacher action research in Texas. Project IDEA is a program of alternative staff development, based upon teacher action research. It was established in 1996 by the Texas Education Agency (TEA) in conjunction with the Adult Education Professional Development Consortium (AEPDC) of Texas. Project IDEA is an innovative approach to upgrading instructional skills, retaining good teachers, increasing job satisfaction, and expanding local capacity. The title "IDEA" is an acronym for the Institute for the Development of Educators of Adults. It is an initiative that allows teachers the flexibility to pursue individual topics of interest through action-inquiry research. A limited number of teachers are selected each year from across the state to participate in Project IDEA. These participants engage in activities that result in a continuous cycle of study, reflection, and action.

The following components are woven into this innovative professional development initiative:

• Professional Development Institutes
  Teachers attend two multi-day training institutes over a period of time that help to guide them with the basics of action research;
• Self-Directed Learning
  Teachers determine the areas they want to explore and develop action plans to accomplish their goals;
• Action Research
  Teachers serve as researchers by identifying questions that interest them and conducting systematic inquiry in their own teaching environments through teacher-facilitated, student-collaborative projects; and
• Peer and Facilitator Mentoring
  IDEA participants and AEPDC facilitators work together to identify learning needs and conduct research. A network of supportive colleagues is established to assist practitioners throughout the initiative.

How is Teacher Action Research advantageous to local programs?

Now in its fourth year, Project IDEA has helped several cadres of teachers come together to participate in this long-term learning process that benefits teachers, their students, and their programs. Participants are active in informing the field about their experiences in the Project IDEA initiative by presenting at professional conferences, statewide interactive video broadcasts, and local staff development programs. We encourage you to invite any of the IDEA participants to speak about their action research projects at your local, regional, or state professional development events. Additionally, we are pleased to have three articles from IDEA teachers showcasing their teacher action research in this issue of Literacy Links.

What others are saying.

A recent participant commented:
I've learned how to more effectively listen to my students and respond to their needs in a manner which promotes learning for all of us. Through reflecting on my own practice, I've been able to see what I can do and cannot do to improve my teaching and students' learning.

Another participant stated that before participation in Project IDEA:
Professional development was just something we had to do. Now people are excited about the possibility of being involved in Project IDEA. It has really opened people's eyes, and we have started talking about all the things we could do.

Action research Web sites

A quick search on the Internet with the search engine of "Action Research" brings up a myriad of sites. This is only a small sample of the Web sites available to access information concerning action research. Some that have been particularly helpful to us are:

Action Research Electronic Reader
http://www.scu.edu.au/schools/gcm/ar/arr/arow/default.html
This site, edited by Ian Hughes, contains a comprehensive explanation of action research beginning with the history of action research, a comparison of concepts, and how to keep a research diary, research reports, and links to readings on-line.

Queen's University in Ontario, Canada has a site devoted to action research.
http://educ.queensu.ca/projects/action_research.
This site has information that ranges from quotes related to action research, a model of the stages of an action research project, and links to other research sites.

The common thread through these Web sites and action research program applications is how effective and energizing action research can be for teachers. While programs in other states differ in application from Texas' Project IDEA, the underlying foundation remains the same: teachers engaging in reflective inquiry in the classroom that leads and encourages practitioners to try new ideas and involve their students in the pursuit of excellence in education.

About the Authors

Barbara Baird is the Director of Project IDEA at El Paso Community College. She has been directing statewide literacy grants since 1988, including Project Refocus, Partnerships for JOBS, and Project Forward. Her B.S. and M.A. degrees are from New Mexico State University.

Rebecca Davis is the Project Coordinator for Project IDEA at El Paso Community College. She is currently completing her Doctoral Degree in Educational Human Resource Development from Texas A&M University. Rebecca has a Master's Degree in Adult Education from Texas A&M University-Kingsville. She has been working in the field of adult education for approximately 10 years.

Please contact Barbara or Rebecca if you would like information about Project IDEA.

Barbara Baird: (915) 831-4777; barbarab@epcc.edu.
Rebecca Davis: (361) 592-4735; rebecca.davis@tamuk.edu.

References

Caffarella, R. (1994). Planning programs for adult learners: A practical guide for educators, trainers and staff developers. (1st ed.). San Francisco: Jossey-Bass.

Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass.

Dewey, J. (1938). Experience and education. New York: Macmillan

Drennon, C. (1994). Adult literacy practitioners as researchers. ERIC Digest, EDO-LE-94-03 http://www.cal.org/cal/html/pubs/ncledig/drennon.htm

Kemmis, S. and R. McTaggart. (1988). The Action research planner. (3rd ed.). Geelong: Deakin University.

Pratt, D. D., & Associates (1998). Five perspectives on teaching in adult and higher education. (1st ed.). San Francisco: Jossey-Bass.