Chapter 1, Embracing the Teaching Profession

Lesson 2. –Embedding Action Research for Reflective Teaching

1 THE ACTION RESEARCH

Desired Learning Outcomes:

At the end of the lesson, the students shall be able to:

 Discuss the concepts, perspectives and framework of action

research through a summary paper.
 Identify prevailing problems in classrooms that can be solved
through conduct of action research

Lesson 2
Embedding Action Research for Reflective Teaching

 Concepts, Perspectives and Framework

 Needs and Demands
 Characteristics
 Types
 Steps

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Lesson 2. –Embedding Action Research for Reflective Teaching

Discover

Action research is a method of systematic inquiry that teachers undertake as researchers of

their own practice. The inquiry involved in Action Research is often visualized as a cyclical process.
It seeks transformative change through the simultaneous process of takin action and doing research,
which are linked together by critical reflection.

Read more about action research and answer the activity provided.

Explore

A. ACTION RESEARCH CONCEPTS

The following are selected concepts that describe, redefine and support the essence of action
research in the context of classroom application and school operations. This discussion was compiled
from Action Research for Beginners in Classroom-based Contexts, Elmer de Leon, (2019).

1. Action research is characterized as research that is done by teachers, for which they examine
their own classrooms, instructional strategies, assessment procedures, and interaction with
student-learners in order to improve their quality and effectiveness (Mertler, 2009; cited in
Thorson & Beliveau, 2012).
2. Action research is a process, in which participants examine their own educational practice
systematically and carefully using the techniques of research (Watts, 1985).
3. Teacher-initiated and school-based research is used to improve the practitioner’s practice by
doing or changing something where the teacher is the researcher and the teacher’s practice is
the focus of the research. The main reason for teachers to engage in action research is to learn
from and improve their own teaching activities (Dr. Suman Saggu, Khalsa College of
Education).
4. Action research refers to a disciplined inquiry done by a teacher with the intent that the
research will inform and change his or her practices in the future.
5. According to Good, (1972) action research is a research used by teachers, supervisors and
administrators to improve the quality of their decisions and actions.
6. For J.W. Best, (1995) action research is focused on the immediate application, not on the
development of theory. It places its emphasis on real problem- here and now in a local setting.
7. Action research is the process of systematically testing new ideas in the classroom or school,
analysing the results, and deciding to implement the new idea or begin the process again with
another idea.

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8. Action research is a process of systematically inquiry into a self-identified teaching or

learning problem to better understand its complex dynamics and to develop strategies geared
towards the problem’s improvement (Hamilton, 1997 in ATA, 2000).
9. Action research is inquiry process conducted by teachers, administrators or other stakeholders
in the teaching-learning environment to address a felt need or solve everyday problems. The
primary purpose of action research is not to contribute to science but rather, to contribute to
the solution of an identified problem.
10. Action research is a way of learning from and through one’s practice by working through a
series of reflective stage that facilitates the development of a form of adaptive expertise.
11. Action research is one form of applied research as it draws on a range of designs and
methodologies. It can provide teachers with the opportunity to examine a practical problem
within a classroom or school setting. Therefore, it has the potential to greatly enhance both
the teacher’s professional development and the school improvement initiatives.
12. Action research is a research that anyone can do on his/her practice to improve it. It can be
conducted with the assistance or guidance of professional researchers in order to improve
strategies, practices and knowledge of the environment within which they practice (Ferrance,
2000).
13. Action research can be described as a family of research methodologies, which pursue action
(or change) and research (or understanding) at the same time.
14. Action research is inquiry of research in the context of focused efforts to improve the quality
of practice. It is designed and conducted by practitioners who analyze the data to improve
their own practice.
15. Action research provides teachers with a systematic process to reflect, consider options,
implement and evaluate potential solutions. Action research differs from day to day decision-
making that teachers do. Therefore, action research has the potential to generate genuine and
sustained improvements in schools.
16. Classroom action research (CAR) is more specific than basic research, and it is more
concerned with the teaching process itself than with the topics taught. In a nutshell, a CAR is
a form of practitioner research on the current situation of a class. This means that the teacher
is the one who conducts active research on what his or her class truly needs (TeAch-
nology.com, 2016)

What Action Research is in Brief

 A process that improved things, places, events, practice

 Problem-solving education through change
 Collaborative
 Doing research on or about people
 Cyclical
 Linear
 Practical and relevant
 Conclusive
 Within context of teachers
 Generalizing to larger environment populations
 How we can do things better
 Why we do certain things

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 Exploring, discovering and seeking

 Finding creative solutions as predetermined answers to questions
 A way to improved instructional practice
 A fad practice by observing, revising, and reflecting

Common Misnomers on Action Research

There are common myths and misbeliefs about action research, such as:

1. Action research is not what usually comes to mind when we hear the word “research”
2. Action research is not a library project in which one learns more about a topic of interest.
3. It is not problem-solving in the sense of trying to find out what is wrong, but rather a quest for
knowledge about how to improve.
4. Action research is not about doing research on or about people, or finding all available
information on a topic looking for the correct answer. Instead, it involves people working to
improve their skills, techniques, and strategies.
5. Action research is not about learning why one does certain things, but rather how he/she can
do things better. It is about how a teacher can change his/her instruction to impact students.

The Ground laying Framework (Watts, 1985)

Action Research is based on the following assumptions:

1. Teachers and principals work best on problems they have identified for themselves.
2. Teachers and principals become more effective when encourage to examine and assess
their own work and then, consider ways of working differently.
3. Teachers and principals help each other by working collaboratively.
4. Working with colleagues helps teachers and principals in their professional
development.

B. ACTION RESEARCH PERSPECTIVES

Action research holds best on the following pedagogic perspectives:

1. Self-reflective Inquiry (Carr and Kemis, 1986). It is undertaken by participants- teachers,

students or principals in educational situations in order to improve the rationality and justice
of: (1) educational practices; (2) the understanding of these practices; and (3) the situations or
institution, in which these practices are carried out.
2. Pragmatic (O’Brian, 1998). It is learning by doing, in which a person identifies a problem,
does something to resolve it, sees how successful his/her efforts are, and it not satisfied, try
again. To achieve this goal, the teacher as practitioner has to work in collaboration with
students or clients stressing the importance of co-learning as a primary aspect of the research
process.
3. Reflective (McNiff, 1994). It is an approach applied to classroom with a purpose of
improving education through change, by encouraging teachers to be aware of their own
practice, be critical of that practice and be prepared to change it.

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4. Collaborative problem solving (Fraenkel and Wallen, 2010). It is an activity conducted

by one or more individuals or groups for the purpose of mutually solving a problem or
obtaining information in order to reform local practice.

Action Research in the Classroom (Classroom Action Research)

As the landscape of K-12 school changes, expectation for teachers to engage in school reform
and be accountable for student achievement increases. Although, not all schools currently offer
teacher’s opportunities for professional development through action research, some, at least are
realizing the professional and political implications of this type of sustained systematic inquiry
(Seider & Lemma, 2004).

The teacher will then, actively seek out ways to study how deliberate implementation of
instructional strategies will enhance student learning. As methods of teaching have evolved,
particularly influenced by theories of constructivism, interdisciplinary connections, reflective
practices and cooperative structures (Schon, 1987; Adler, 1991; Ross, 1992; Johnson & Johnson,
1994), new pattern of effective teaching have become necessary. Changing how teachers construct
learning for students means altering how they define what good teaching looks like and how it gets
done.

Classroom action research begins with a question or questions about classroom experiences,
issues, or challenges. It is a reflective process, which helps teachers to explore and examine aspects of
teaching and learning and to take action to change and improve.

Thus, it is a method of finding out what works best in one’s own classroom to improve
students learning amidst the so many ways to improve knowledge about teaching. Many teachers
practice personal reflection on teaching, while others conduct formal empirical studies on teaching
and learning. Action research, therefore, considered more systematic than personal reflection
although, it is more informal and personal than formal educational research.

More so, it is one type of applied research conducted by a teacher to aid in decision- making
in the school. It focuses on the solution of day-to-day problems at the classroom level, which is less
rigorous in terms of design and methodology, that other educational research. Actually, this research
is carried out within the context of the teacher’s environment, with the students and in school, in
which the teacher works on problems that deal with educational matters at hand.

Watts (1985) as cited by Ferrance (2000) elucidated that teachers should be constantly
researching and educating themselves about their area of expertise. This is different from the study of
more educational questions that arise from the practice of teaching. Implicit in term of action research
is the idea that teachers will begin a cycle of posing questions, gathering data, reflection, and deciding
on a course of action. When these decisions begin to change the school environment, a different set of
circumstances appears with different problems posed that require new look.

Many action research projects start with a particular problem to solve, whose solution leads
into other areas of study. While a teacher may work alone on these studies, it is also common for a
number of teachers to collaborate on a problem, as well as enlist support and guidance from
administrators, university scholars, and others. At times, the whole school may

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decide to tackle a school-wide study to address a common issue, or join with others to look at district-
wide issues.

C. NEEDS AND DEMANDS FOR ACTION RESEARCH

The Need for Action Research

Education problems and issues are best identified and investigated where the action is (i.e. at
the classroom and school level). As such, through action research, findings can be applied
immediately and thereby, problems can be solved more quickly.

Significance of Action Research

According to Schmuck (1997) in ATA (2000), action research is a valuable form of inquiry
for educators because it is practical, participative, empowering, interpretative, tentative and critical.

1. Practical improvements are the focus (practical). Participative:

2. Teachers, administrators, teacher-assistants, students and parents can all be involved in
meaningful ways (participative).
3. All participants can contribute to and benefit from the process (empowering).
4. Meaning is constructed using participants’ multiple realities in the situation
(interpretative).
5. There are not always right or wrong answers; rather, there are possible solutions based on
multiple viewpoints (tentative).
6. Participants look critically at specific problems and act as self-critical change agents (critical).

Research Possibilities

Action research can be as simple as testing a new teaching method, or it can answer more
complex questions about curriculum, school management, or other issues.

Hairon Salleh (2014) cited why should teachers do research. To wit:

1. When a teacher knows whether and why teaching is effective (or understand why it is
not), the teacher will be happier.
2. Teachers face new challenges without previous model to guide them (e.g. the use of
technology as a pedagogical tool.
3. Teachers must adapt to new streams (e.g. flipped classroom, new technology
introduction, etc.)

Purpose of Action Research

Taking the time to reflect critically on the things done in classrooms is perhaps the most
effective thing to do to ensure desired outcomes. (Wenmoth, 2007).

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The following are identified purposes of action research based on experiences, experiments
and research studies.

1. To focus on what interests teachers at a level appropriate to them;

2. To put teachers in the ‘learner’ situation wherein they are also engaged in inquiry;
3. To challenge and/or confirm beliefs and assumptions as teachers;
4. To have time to talk and share with colleagues about teaching; and
5. To contribute to knowledge pool in the school and the profession.

Other purposes include:

1. To improve teaching toward learning outcome;
2. To document teaching;
3. To renew and regain excitement in teaching;
4. To respond to the demand of 21st century learning;
5. To develop teachers into becoming transformative leaders for school-wide system;
6. To contribute to school improvement; and
7. To better understand one’s self and other people toward a better humanity.

The National Council of Teachers of English (2016) likewise, presents purposes of action research
such as:

1. Addresses issues often recognize as important and unresolved;

2. Produces knowledge and can feed policies; and
3. Stimulates conversations among researchers and practitioners.

The Role of Research in Teacher Education

The British Educational Research Association, (BERA) cites the role of action research in
teacher education, such as, to:

1. Investigate the critical factors of a given intervention implementation;

2. Assess effectiveness of an intervention; and
3. Explore probable impact of a new practice.

Action research context usually boils down to:

1. Experimenting new teaching methods after literature reading;

2. Constructing pedagogic material and distribute it to others;
3. Developing daily lesson plan;
4. Evaluating student work;
5. Sharing outcomes with students, parents, and administrators;
6. Knowing a more intentional and systematic version of what good teachers already do.
7. Developing methodology based on curiosity about a problem in student learning and the
effectiveness of teacher’s teaching;
8. Documenting problem and solution;
9. Collecting and analyzing data from teacher’s daily practice; and
10. Verifying and validating hypothesis about problems and solutions.

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Action research is usually limited by the following aspects:

1. Acceptance and support by school management;

2. Interest of colleagues;
3. Availability of mentor;
4. Access to research network or centers or colleagues’ communication;
5. Knowledge of statistical tests and software;
6. Knowledge of research action techniques;
7. Citation skills;
8. Basic and advanced research skill
9. Familiarity with scientific writing techniques (scholarly communication);
10. Reliance solely on social media in sharing resources, experiences and ideas;
11. Budget concerns and lack of financial support; and
12. Time limitations and risks.

Challenges in Doing Action Research

There are challenges in doing research that everyone may consider or take in order to overcome
them, as follows:

1. Demand of space and time that are stretched to their limits;

2. Availability of and access to pertinent data for the investigation;
3. Consistency and reliability of results and findings;
4. The constraints of the models that may trap teachers;
5. Efforts, patience and commitment in repeating the cycle until perfection is attained;
6. Participation and involvement of people needed all throughout the process;
7. Parent consent if minors are demanded to participate;
8. Management and collegial support;
9. Openness and acceptance of stakeholders; and
10. Mechanism, resources and research skill of teachers doing action research.

Drawbacks of Action Research

Although action research brings about positive impact and good implications on teachers,
teaching and learning, at some point, however, there are drawbacks which include:

1. Few respondents or informants are allowed for the research in a limited time of processing
that at times, entails no more statistical applications, result may turn to be biased.
2. Due to contextual scope of the research, which is in the individual classroom, results are
generalizable. Although in a way, other teachers may test and expedite the same investigation
in their own contexts.
3. Hectic schedules in teaching and other related tasks confronting teacher-researchers may
impede the whim to follow through the designed action plan for implementation.
4. Due to lack of required validation process, validity of the instrument to be used, so as with the
results can be an issue.

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D. KEY CHARACTERISTICS OF ACTION RESEARCH

The following are the identified characteristics of action research that every teacher- researcher
may consider:

1. Focus on immediate problem and its solution

2. Not concern with building theories or generalization
3. Aims to improve practices or work conditions
4. Need little efforts, resources and finances
5. A practical focus
6. The educator-researcher’s own practices
7. Collaboration
8. Dynamic process
9. A plan of action
10. Sharing/disseminating research

Qualities of Action Research in School (Trespeces, 1993)

1. Action research in schools investigates human actions and social situations that are
experienced by teachers as: (1) unacceptable in some respects (problematic); (2) susceptible
to change (contingent); and (3) requiring a practical response (prescriptive). Action research
is concerned with the everyday practical problems experienced by teachers, rather than the
“theoretical problems” defined by pure researchers within a discipline of knowledge. It may
be carried out by teachers, themselves or by someone they commission to carry it out for
them.
2. The aim action research is to deepen the teacher’s understanding (diagnosis) of his/her
problem. It therefore, adopts an exploratory stance towards any initial definitions of his/her
situation he/she may hold. This understanding does not indicate any specific response but it
does indicate more generally what sort of response is appropriate. Understanding does not
determine appropriate action but appropriate action must be grounded on understanding.
3. Action research adopts a theoretical stance. Action intended to change the situation is
temporarily suspended until deeper understanding of the practical problem has been achieved.
4. In explaining what is going on, action research tells a story about the event by relating it to a
context of mutually interdependent contingencies, i.e. events that hang together because they
depend on each other for their occurrence. This “story” is sometimes called a case study. The
mode of explanation is case study that is naturalistic rather than formalistic. Relationships are
illuminated by concrete description rather than by formal statements of casual laws and
statistical correlations. Case study provides a theory of the situation but it is a naturalistic
theory embodied in narrative form, rather than a formal theory stated in propositional form.
5. Action research interprets what is going on from the point of view of those acting and
interacting in the problem situation, e.g. teachers and pupils, teacher and head teacher. Events
are interpreted as human actions and transactions rather than natural

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processes subject to the laws of natural science. Actions and transactions are interpreted in
terms of the conditions they postulate, i.e. as expressions of a person’s:
- Understanding of and beliefs about his/her situation
- Intentions and goals
- Choices and decisions
- Acknowledgement of certain norms, principles and values in diagnosing, setting
goals, and choosing courses of action.
What is going on is made intelligible by reference to the subjective meanings ascribed to it by
the participants. This is why interviewing and participant observation are important research tools in
an action research.

6. Since action research looks at a situation from participants’ point of view, it describes and
explains “what is going on” in the time language as they used, such as the common sense
language people use to describe and explain human actions and social situations in everyday
life. It is by virtue of this fact that the accounts of action research can be validated in dialog
with participants. A research report couched in the language of abstract disciplines is never a
product of genuine action research.
7. Since action research looks at a problem from the point of view of those involved, it can only
be validated in unconstrained dialog with them. Action research necessarily involves
participants in self-reflection about their situation, as active partners in the research. Accounts
of dialog with participants about the interpretations and explanations emerging from the
research should be an integral part of any action research report.
8. Since action research involves unconstrained dialog between the researcher (whether he/she
be an outsider or teacher-researcher) and participants, there must be free information flow
between them. The participants must have free access to the researcher’s data, interpretations,
accounts, etc. and the researcher must have free access to “what is going on” and their
interpretations and accounts of it. This is why action research cannot be undertaken properly
in the absence of trust established by fidelity to a mutually agreed ethical framework
governing the collection, use and release of data.

Types of Action Research

Action research can involve a single teacher investigating as issue in his/her classroom, a
group of teachers working on a common problem, or a team of teachers and others focusing on a
school-or district-wide issue. (Based on the researcher/s doing the research work)

1. Individual Teacher Research. It usually focuses on a single issue in the classroom. As

the researcher, the teacher may be seeking solutions to problems of classroom management,
instructional strategies, use of materials, or student learning assessment. Teacher may have
support of their supervisor or principal, a colleague or parents. The latter works on problem
that he or she believes evident in his or her classroom that can be address on an individual
basis. However, one of the drawbacks of individual research is that, it may not be shared with
others, unless the teacher chooses to present findings at a faculty meeting, forum or
colloquium, make a formal presentation at a conference, or submit written material for
publication of research

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journal, newsletter, info graphics, monograph, web page, online journal or any electronic
platforms. More so it is possible for several teachers to be working concurrently on the same
problem with no knowledge of the work of others.
2. Collaborative Action Research. It may include as few as two teachers or a group of
several teachers and others interested in addressing a classroom or department issue. The
issue may involve one classroom or a common problem shared by many classrooms. As such,
the teacher doing the research may be supported by individuals outside school, like
community, agency, organization or institutional partner.
(Based on scope)

3. School-wide Research. It focuses on issues common to all, such as concern on lack of

parental involvement in activities, finding ways to reach more parents to involvement in
meaningful ways, encountered challenges, or difficulties faced by the school, or addressing
organizational and decision-making structures. In this study, various team from the school
work together to find means and solutions to solve the problem by gathering and analysing
the data, and deciding on a plan of action. In current context, some common examples of
school wide problem being address is National Achievement Test (NAT) results, drop out
cases, rampant absenteeism and tardiness, poor study habits, learning distraction, enrolment
decline, dismal board examination attributes, retention-attrition status, teacher mobility and
migration, deficient instructional delivery, poor management system, low clientele
satisfaction, lack of sustainable quality assurance mechanism, unclear school direction,
vision-mission attainment, ineffective assessment measures reflected on poor results. The said
identified problems demand zealous action, determination and commitment from everyone in
the school organization that may be desired in the action plan to be driven. In a way when
obstacles are overcome and problems are resolved, there will be sense of ownership and
accomplishment in the results that come from this school-wide effort.
4. District-wide Research. It is far more complex and it utilizes more resources, but the
rewards can be great. Issues can be organizational, community-based, performance- based, or
processes for decision-making. At some point, the district may choose to address a problem
common to several schools or one of organizational management. Downsides are the
documentation requirements (communication) to keep everyone in the loop, and the ability to
keep the process in motion. However, collecting data from all participants needs a
commitment from staff to do their share and to meet agreed- upon deadlines for assignments.
On the positive side, real school reform and change can take hold based on common
understanding through inquiry. The involvement of multiple constituent groups can lend
energy to process and create an environment of genuine stakeholders.
In current context, this refers to district or division wide concerns and matters to be addressed.
These may involve policy implementation, district/division National Achievement Test (NAT) results,
choices of senior high school track and strands, k to 12 implementation, pupil nutrition status, teacher
welfare and development, continuing professional development, district/division wide learning
outcomes, turn-out and status of graduates, multicultural dimensions, mother tongue use, least
mastered competencies, learning assessments, teaching strategies, practices, intercultural
development, partnership, linkages and twining mechanisms, internationalization system, disaster risk
reduction management, mitigation mechanism, teenage health reproduction, addiction cases, child
labor, etc that may impact district or division and the entire communities at large.

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However, action research, whether engaged in as an individual teacher, in collaboration with

several other professionals or as a school-wide endeavour, centers on practitioners investigating a
question and devising and informed response to meet the challenges within their classrooms and
schools.

Types of Action Research: A Comparative Analysis

Hence, Ferrance (2000) identified differences among various types of action research
presented in the table below.

AREA Individual Collaborative School-Wide District-Wide

Action Action Action Action
Research Research Research Research
Focus Single Single classroom School issue, District issue
Classroom or several problem, or area of Organizational
classrooms with collective interest structures
common issue

Possible Coach/mentor Substitute School District

support teachers Release commitment commitment
needed Access to time Clock link Leadership Facilitator
technology with Communication Recorder
administrators External partners Communication
Assistance with External partners
data organization
and analysis

Potential impact Curriculum Curriculum Potential to Allocation of

Instruction Instruction impact school resources
Assessment Assessment restructuring and Professional
Policy change Policy development
Parent activities
Involvement Organizational
Evaluation of structures Policy
programs

Side effects Practice Improved Improved Improved

informed by collegiality collegiality, collegiality,
data Information Formation of Collaboration Collaboration and
not always partnerships and communication
shared communication Team building
Team building Disagreements
Disagreements on process
on process Shared vision

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Varieties of Action Research

(Trespeces, 1993)

There are four varieties of action research and each variety has some values and own limitations.

1. Diagnostic. It is research designed to lead to action. It can be described as the research

agency steps into an already existing problem situation, preferably by invitation and it
thereby, diagnoses the situation.
2. Participatory. It grows out of the weakness often observed in the first variety. The
diagnosis does not always lead to action and that often the main difficulty in securing action
stems from insufficient community involvement. Its central idea is that the people who are to
take action must also be involved in the research process from the very beginning. It is a
method, which can be used for only a limited range of problems. Thus, it is more a special
kind of action technique than a special kind of research.
3. Empirical. The idea behind this variety is to do something and keep a record of what is done
and what happens. The research process is primarily a matter of record- keeping and
accumulating experiences in a day to day work.
4. Experimental. It has the greatest potential value for the advanced scientific knowledge,
since it can provide under favorable circumstances a definitive test of a scientific hypothesis.

E. STEPS IN ACTION RESEARCH

Read Action Research – Brown University by E Ferrance,

www.brown.edu>act_research.

Self-reflection question:

How will action research solve current situations in schools?

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Deepen

Note to students: The following activities must be answered individually. Activity

sheets should be printed and compiled for submission through any
available platform.

Activity 01_Ch1_L2
Directions: Prepare a Summary Paper about your understanding of action research. Include the
following in your Summary Paper:

a. Definition
b. Characteristics
c. Challenges
d. Importance
e. Steps

Activity 02_Ch1_L2
Directions: Apply your understanding of concepts about Action Research. Identify 3 prevailing
problems inside classroom situation that teachers are encountering which maybe solved
through action research. Complete the matrix below.

Prevailing Classroom Topic for Importance/ justification

Problem Action
Research

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