Editorial

Kurt Clausen and Cheryl Black

“Veil after veil will lift – but there must be veil upon veil behind”
Sir Edwin Arnold. The Light of Asia

Some of the major tenets of Action Research are exposed in the four essays presented in this edition. While each contributor deals with a different level of the school system and a different approach to the situation, they all essentially discuss two important realizations when conducting this type of study. The first relates to the importance of process over product in Action Research while the second concerns the necessity of interaction and collaboration with the participants in the investigation.

While working as a special education teacher, Anne Cooper examines perhaps the most intimate of action research undertakings – looking at her own instructional practices as she endeavours to change her teaching method. Employing a non-directive model of instruction, she looks at the results of her effort to empower the students and turn herself into a facilitator. By allowing her students to conduct a monthly “re-diagnosis of needs”, she tries to help her students gain responsibility for and maintenance of the interaction process. Ultimately, she concludes that the change of philosophy regarding the teacher-student relationship is the most difficult aspect of reform - but the most necessary.

Kelly Pickard focused research on just one of her teacher candidates - but by studying “Colin” intently, she makes her own discoveries of many new strategies in becoming an effective mentor. Through a continuing process of written feedback and meetings, the two began to fully appreciate the importance of this necessary process for novice teachers. As well, by linking personal feedback from the teacher candidate (such as more support and growth in classroom management areas) and studying more abstract scholarship, she says that she was able to become more attune to the needs of her apprentices.

At her university-based education programme, Andréa Mueller has made changes in her supervisory practices to reflect the new “learning from experience” policy that has just been enacted. Based on the reactions of her twenty-seven teacher candidates, she examines the weekly meetings designed to question their performance and enhance their reflective practice. She discusses the number of expected and unexpected questions that emerged throughout her first experience at this reform.

Finally, Dr. Thomas Ryan’s contribution, “A Tool for Change”, explains a more large scale, school-based research project conducted over an 8 month period through supportive discussion groups. Using the most formal, deliberate Action Research techniques of the four studies, he discusses in larger terms all the problems and strengths of this type of research – the commitment needed from stakeholder groups, the lengthy and sometimes never-ending process, and the reduced isolation of the sole teacher.

Inevitably, two conclusions drive these studies. The first has to do with the ongoing process of research. While all seek after ways of making the situation better by becoming better mentors or teachers, they all share the belief that they will never complete this picture - it is an ongoing progression rather than a short-term product. As well, each examines the usefulness of interaction with participants, students, teacher candidates, sometimes in groups, sometimes one on one, sometimes through examination of their own practices. As such, all the contributors to this edition write about the importance of the “other” – how these people contribute to increased knowledge rather than being sole objects of study.