In the process of action research I conducted as a classroom teacher, I
incorporated the insights gained from the observation, pre and post-tests, and
daily reflection in planning the next activities by addressing the raised
problems during actions in the classroom. For example, I came across a problem
that the students lacked in the skills of asking questions related to the
properties of geometrical figures. While planning the activities for the subsequent
sessions, I incorporated the patterns of reciprocal questioning to enable the
students to ask questions relevant to the properties of geometrical figures.
Action research is a practical activity to be implemented in a particular
situation because the insights obtained from the data lead a way to make
practical changes in the practices. During the activity not only practical
improvements are made but also the researchers act as self-critical change
agents.
The participants of action research such as my critical friend and two
mathematics teachers shared their views and provided suggestions regarding the
changes to be made in the practices from time to time. In the process of action
research, the teachers and their colleagues as action researchers collectively
obtain the information relevant to the real issues in a particular situation.
The process of action research empowers the participants to make decisions
because they can influence and contribute to the research. The inquiry provides
tentative solutions on the basis of the diverse views of the people involved in the
process.
My action research was a professional development activity in which an
existing problem in the classroom was identified, diagnosed, reflected on, and
planned to be addressed. Action research is a professional activity that is
cyclical and spiral in structure which involves planning, taking an action
step, observation, and reflection which are some of the aspects of the professional
development of the teachers.
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