ACTION RESEARCH: OPENING THE DOOR TO LIFE-LONG PROFESSIONAL LEARNING
Wendy Auger and Ron Wideman
This paper describes the results of research conducted by the authors at Nipissing University with preservice teacher candidates during the 1997/98 academic year. The study explored the benefits and constraints for B.Ed. candidates of conducting action research during the B.Ed. program. The paper describes the findings of the study and draws conclusions focusing on the knowledge, skills, and values required by beginning teachers to implement action research.
In the context of increased accountability in education, the purpose of professional growth is to improve the quality of teaching and learning within the classroom, so that all students can achieve required learning expectations (Delong & Wideman, 1996). To this end, action research is a means for teachers to develop one of the essential dimensions of professional competence identified by Ontario' s Royal Commission on Learning (1994) --namely, the ability to examine critically their practice and to continue to learn throughout their careers.
Action research is an approach to life-long learning that honours teachers' professionalism. As reflective professionals, teachers use action research methods to investigate questions about their practice and to develop workable solutions that improve learning by all students. They collect data to discover the impact of those changes. They record their studies and share the results with others. (McNiff, Lomax, & Whitehead, 1996)
Action research has the potential to enhance the development of praxis, the connection among theory, practice, and self (McNiff, Lomax,& Whitehead, 1996; Wodlinger, 1996), and it would be important to see how action research contributes to this process in the B.Ed. program. Recognizing that teacher professional development is a continuum of life-long learning, beginning teachers should enter the profession with the knowledge, skills, and values they need to begin using action research as they progress along this continuum.
While practising teachers are beginning to use action research in Ontario, the demographics of the current teaching population will mean that large numbers of teachers will leave the profession over the next ten years (Smith, Herry, Levesque, & Marshall, 1993; Smith & McIntyre, 1996). In addition, the numbers of school board curriculum consultants and support personnel who, in the past, have provided direction and leadership in interpreting and implementing curriculum have declined dramatically in recent years.
Since new teachers will have to assume more direct personal responsibility for their own professional growth, it is important to discover how best to prepare B.Ed. candidates to begin to use action research. By identifying the factors that influence them as they use action research in the practicum setting, we may be able to find ways to strengthen their effectiveness in their early years of teaching.
The Ontario College of Teachers (1999) has developed standards of practice for the teaching profession organized around the following five themes: commitment to students and student learning; professional knowledge; teaching practice; leadership and community; and on-going professional learning. While the statements generated by the College under these themes are consistent with an action research approach to professional growth, they are general in nature and do not address action research specifically or the specific needs of beginning teachers.
Methodology
The study included four phases from September 1997 until March 1998. In Phase I (September and early October 1997), forty-two participants from all divisions within the program volunteered for the project. A meeting was held to acquaint them with the process of action research and how to identify a workable research question. Participants began to explore areas of concern about their own teaching practice and possible questions to pursue.
In Phase II (October to December 1997), each participant identified an action research question and individual projects were initiated in the October and November practica. Two group meetings were held to discuss research design and ethical issues in research. Teacher candidates began to investigate their questions in the fall practicum. Individual participant interviews began to be conducted by authors.
In Phase III (January and February 1998), individual projects continued and individual interviews were completed. Two group meetings were held to discuss participants. concerns and to make plans to present the studies.
In Phase IV (March 1998), a final group meeting was held to support participants in developing their reports and to discuss their perceptions of the project. Participants prepared their written and oral presentations. They presented their studies, findings, and conclusions to one another in small groups during two evening meetings. A final debriefing was held at the conclusion of each of these meetings.
For the purpose of this study, we spent some time, initially, discussing how action research differs from traditional research and how to formulate workable research questions pertaining to improving participants. own practice. We did not prescribe particular research methods but instead encouraged participants to use their practicum experiences to investigate their questions, to include the kinds of assessment practices teachers normally use to gauge their effectiveness in promoting student learning, and to validate their findings through critical friends. Toward the end of the project, participants were encouraged to connect their conclusions with current, related literature.
Findings
The findings of the study focused primarily on the benefits and constraints of participating in action research and the depth, direction, and orientation of individual studies.
Benefits and Constraints
Table 1 presents a summary of participants' questionnaire responses regarding the benefits of engaging in action research in the B.Ed. year. Action research provided a powerful means for improving professional practice by enhancing participants' sense of autonomy. It provided a framework for integrating and synthesizing information from various courses to improve practice teaching. Participants developed an enhanced ability to observe children with a greater sense of acuity. Collecting data by various means drew their attention to the child' s learning as a necessary central focus.
Table 1
Summary of Survey Results of Benefits
| Benefit | Number of Responses |
|---|---|
| Opportunity to improve professional practice | 17 |
| Freedom to investigate areas of personal interest | 16 |
| Development of networking and collegial support | 16 |
| Improvement of personal sense of professionalism | 8 |
| Improvement in personal sense of confidence | 8 |
Through action research, participants felt better able to develop their own "living educational theories" (Whitehead,1993) and to translate these into practice. Action research also provided collegial support for professional growth by setting up a venue for shared investigation of common concerns and a heightened sense of collegial communication.
Many participants became aware of themselves as "living contradictions" (Whitehead, 1993) noting the discrepancies between their values and their actions with children in the classroom. They felt a growing responsibility to close these gaps and had an enhanced sense of their potential to make a personal contribution to educational knowledge.
Conversely, participants experienced a number of constraints in implementing action research which are summarized in Table 2. This additional project proved a burden at times given the workload of the teacher education program. It was difficult to maintain the continuity of their individual investigations when they moved to a different school and grade during the practicum. Some students were also reluctant to pursue experimentation in classrooms that were not "their own." Despite these concerns, participants were still able to conduct substantial experimentation on their research question.
Table 2
Summary of Survey Results of Constraints
Constraints |
Number of Responses |
|---|---|
| Constraints within the course component of the B.Ed. program |
27 |
| Constraints arising from lack of familiarity with action research | 11 |
| Constraints within the practicum | 9 |
A major constraint was participants' preconceived notions about "research" - not only what constitutes "good" research but also who "owns" it. Initially, they saw research as being primarily an academic pursuit, not in the realm of the teacher/practitioner. Their previous university experience reinforced a view of research as "book research" rather than research based on action. It took some time for participants to develop a sense of comfort with the initial fluidity and informality of action research.
Table 3 summarizes participants' questionnaire responses regarding the sources of data they had used predominantly in their action research. The numerical figure after each heading indicates the number of responses. Discussion was the most frequently mentioned source of data followed by personal reflections, readings and school observations.
Table 3
Predominant Sources of Data Used by Participants
| Discussions (40) | Reflections (20) | Readings (19) | Social Observation (17) |
|---|---|---|---|
|
|
|
|
One of the key findings was the importance of networking and mentoring. A dual role emerged as participants became both active listeners and critical friends. As active listeners, they provided support by helping participants clarify their understandings in the early stages of their investigations. As critical friends, they challenged participants to examine their findings on a deeper level. These findings support the value of talk in the learning process (Johnson & Johnson, 1986; Kamii, 1984).
Depth, Direction, and Orientation of Individual Studies
Thirty-nine of the forty-two studies could be described as "technical" in quality with a very practical problem-solving focus. For example, one participant investigated how to develop a "question-safe" learning environment by developing and testing a number of communication exercises for classroom use. In these studies, there was less emphasis on reflection and more on collecting data outside oneself for the purpose of finding practical solutions. As a result, these studies tended to progress smoothly and sequentially with little or no emotional upheaval. The result seemed consistent with "single-loop learning" or "first order change" where the theory of practice is added to, but not modified or reorganised, in a substantial way (Argyris and Schon, 1978). To use a metaphor, these participants seemed to be redecorating a room in their house rather than renovating the structure itself.
In contrast, three of the forty-two studies had a decidedly more "transformational" quality with a philosophical focus. For example, one participant investigated how she could enhance acceptance of individual differences within the school. These studies required more reflection and emphasis on collecting and analyzing data from within oneself by examining deep seated beliefs and past experiences. The path toward understanding was not always smooth or direct for those participants because it required major changes to their theories of practice. The result seemed consistent with what has been called "double-loop learning" or "second order change" where the theory of practice is substantially reorganized. (Argyris and Schon, 1978) To continue the metaphor, these participants seemed to be involved in reconstructing their house rather than making changes on a surface level. These participants found the process of action research to be profoundly moving. As one participant put it:
It is impossible for me to hand in my data for you to analyze because I am my data. I am giving you my writings but they are merely some rings of growth on the tree. A few seasons of leaves have already blown away in my mind. Some are collected and saved for later like in a child. s scrapbook. Some are mixed up with other trees and their leaves. Some are lost, and some are becoming fertilizer that will aid in the growth of my trees... And the tree of knowledge metaphor has become a forest. This is part of what action research did for me because it is year long and no marks are required and because I got to choose my own focus. There is no way that you can' t learn from this. Even if you spend a year trying to think of a question. And regardless of what you do you can' t fail. I am going to use this as a teacher and I am going to teach my classes to do it too. No-one should have to wait until their fifth year of university to learn about action research. It should be a part of grade school.
Transformational studies were so personal that they were not easily resolved in the time frame available. Participants in transformational studies required intense emotional support from critical friends. It is significant that these participants have continued to communicate with the authors on a regular basis since the conclusion of the B.Ed. year.
Discussion
Action research points in the direction of a Copernican revolution in professional development and school improvement by placing teacher learning, rather than teacher training, in a prominent position in the teacher-education sky. From the beginning of their careers, teachers need to play a central role in their own change initiatives (Wideman, 1992, 1995). Our study supports literature that demonstrates how actively investigating one' s own practice results in real changes in the classroom (Sutton, 1995, 1997). It gives beginning teachers a crucial head start in taking responsibility for professional growth and for accountability. It can enable teacher candidates to make a shift from "thinking like students to thinking like teachers" (Wodlinger, 1996) by increasing their sense of autonomy and control of their own educational agenda. This sense of autonomy (Kamii, 1984) contributes to deeper understandings and the development of praxis (Wodlinger, 1996). Action research contributes a sense of collegiality through relationships with critical friends (Whitehead et al., 1993). The realization that one is not alone in the quest to improve practice provides powerful support for professional growth by developing learning communities of teachers dedicated to school improvement (Senge, 1990).
Action research has the potential to bridge the dichotomy between simplistic emphases on curriculum and achieving grade-by-grade learning expectations and concerns about the complexity of children' s individual needs and abilities. If schooling is to be meaningful and effective, factors such as knowledge of learning styles, multiple intelligences, and characteristics of various stages of child development must be taken into account by the teacher in pursuing educational goals. It is the ability to observe and interact with children and to make appropriate accommodations to suit individual needs that raises teaching from a technical endeavour to an art form (Auger, 1994) in which curriculum expectations are set in a richer context where authentic and meaningful learning can occur.
Action research presents an opportunity to uncover issues arising from life experiences to build an integrated, personalized theory of practice. Preservice education needs to provide a safe and supportive, collegial environment for addressing personal issues that can affect professional competence.
Teacher candidates need to recognize that professional learning is a career long process that is just in its beginning stages when they enter the profession. At the same time, based on our findings, we are concerned that preservice teacher education may not provide the knowledge, skills, and values required to overcome stereotypical attitudes toward research that exclude the teacher practitioner from the process.
Conclusions
Throughout this study, we were surprised by the initial reluctance of participants to accept the fluidity, ambiguity, and practicality of action research. They questioned the worth of their research because they did not see themselves as academics. A lot of time was spent reassuring participants, not only that their ideas were valid and relevant on a personal level, but also that they could be of tremendous value to others in the profession.
Faculties of education need to make a concerted effort to support teacher candidates in their research efforts and to break through teacher candidates' perceptions about the "ownership" of research. There can be a danger if what constitutes "proper" research is seen to be solely in the realm of the academic and to exclude the practitioner. Action research enables practitioners to make a rich contribution to educational knowledge through the development of case studies arising from their ongoing work with their own students. Approaches to preservice teacher education must not only respect but also value the contributions of practitioners and academics working individually and in collaboration with each other.
This study presents a cautionary note concerning current simplistic views on how to increase teacher accountability and competency through externally imposed standards of practice and testing. Instead, it supports a predominant role for the teacher in educational improvement and argues for partnerships between practitioners and academics that will provide a richer context for the development of educational knowledge for all concerned.
Reference List
Argyris, C. & Schon, D. (1978). Organizational learning: A theory of practice perspective. San Francisco: Jossey-Bass.
Auger. W. (1994). Developmentally appropriate practice in the junior division serving children from ages nine through twelve. Unpublished qualifying research paper: The Ontario Institute for Studies in Education.
Delong, J. & Wideman, R. (1996). School improvement that honours teacher professionalism. In N. Halsall & L. Hossick. (Eds.). Act, reflect, revise, revitalize (pp. 15 . 17). Mississauga, ON: The Ontario Public School Teachers' Federation.
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Bibiographical Note:
Name: Wendy Auger, Assistant Professor of Education, Curriculum Methods, Nipissing University
Academic Background: B.A. University of Toronto, B.Ed. York University, M.Ed. University of Toronto
Current Interests: Action Research at the pre-service and in-service levels. Links between child development and the teaching/learning process
E-Mail Address: wendya@nipissingu.ca
Mailing Address: Nipissing University, 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7
Name: Ron Wideman, Associate Dean of Education, Curriculum Methods, Nipissing University
Academic Background: B.A., M.Ed., Ed.D. University of Toronto
Current Interests: Action Research at the pre-service and in-service levels. Links between child development and the teaching/learning process. Using provincial EQAO testing results as a springboard for action research.
E-Mail Address: ronaldw@nipissingu.ca
Mailing Address: Nipissing University, 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7