TEACHER PROFESSIONAL DEVELOPMENT THROUGH ACTION

RESEARCH: THE CASE FOR A MATHEMATICS TEACHER

Tina Lim Swee Kim
Ipoh Teacher Training College
<[email protected]>


Abstract: Teacher professional development may be defined as the growth of a teacher in his/her
professional role as a result of gaining increased experience and examining his/her teaching
systematically (Glatthorn, 1995). It involves the acquisition of knowledge and skills specific to
his/her role as a teacher and also incorporates the promotion of values and attitudes critical to
the well-being of the teacher as a professional and to the profession as a whole. In other words,
the teacher must learn knowing why and knowing when in addition to the traditional
knowing what and knowing how (Calderhead & Shorrock, 1997). As such, a teacher may be
considered both an artist and a technician. Herein lies the role of action research, which by its
very nature encourages the teacher to be a reflective practitioner that is to carefully consider
his/her instructional decisions in the pursuit of clarity, meaning and coherence with regards to
his/her own practice. In view of this, mathematics teachers are not exempted from reviewing their
teaching methods. Emphasis is now on the constructivist approach of teaching and learning, an
approach which is the opposite of the traditional method once highly looked upon, that is the
didactic approach. It is therefore the aim of this study to examine the practice of action research
by a mathematics teacher who took on this challenge and to seek understanding on how action
research has helped the teacher grow professionally. Data were collected using three methods
that is the mail survey, the teachers actual action research report and telephone interview. Data
were analysed using the qualitative approach.

Introduction

Is the mathematics teacher an artist or a technician? When new pedagogies such as the
constructivist approach, are introduced to the teachers, we expect them to implement what has
been passed on to them. Change from top down is the usual way we do things. But really how
effective has that been in developing the teacher professionally? Yes, new knowledge and skills
have been acquired but are the teachers able to translate them into effective classroom practices?
Have the teachers values, beliefs and attitudes been taken into account? Teachers who gain
knowledge about what theory says engage WITH research whereas teachers who test the theory
learnt to see if it fits in their classroom situation actually engage IN research; and research shows
that teachers prefer to engage in research rather than engage with research (Everton, Galton & Pell,
2002). One of the main reasons is that they become less vulnerable to and less dependent on
external answers to the challenges they face (Fullan, 2000 as cited in Donato, 2003).

Review of Related Literature

Definitions of Teacher Professional Development
While literature presents different definitions of teacher professional development, the main focus
of most definitions is on the development of the individual in his/her role as a teacher. Villegas-
Reimers and Reimers (2000) describes teacher professional development as a life-long learning
process, aimed at consolidating the teachers role professional role and enabling them to
teach effectively at high levels to all children (p.19). Schlager and Fusco (2003) defines it as a
process of learning how to put knowledge into practice through engagement in practice within a
community of practitioners (p. 205). Meanwhile, Glatthorn (1995) as cited in Villegas-Reimers
and Reimers (2000) gives the definition of the professional growth a teacher achieves as a result
of gaining increased experience and examining his or her teaching systematically (p. 41).

However, on closer inspection not only does teacher professional development involve the
acquisition of knowledge and skills specific to his/her role as a teacher, it also incorporates the
promotion of values and attitudes critical to the well-being of the teacher as a professional and to
the profession as a whole. In other words, the teacher must learn knowing why and knowing
when in addition to the traditional knowing what and knowing how (Calderhead & Shorrock,
1997). As such, a teacher may be considered both an artist and a technician. While that may seem
to be the case, Villegas-Reimers and Reimers (2000) note that little has been done to develop the
artistry as compared to the techniques. The artistry part which incorporates the ability to be
contemplative and proactive about what could be done to improve teaching and learning, without
be tied down by constraints that one might face, ought to be given due attention if one hopes to
encourage a greater level of professional development among teachers.

Modes of Teacher Professional Development
Most professional development activities in Malaysia seem to be initiated by current curricular
reforms. How teacher professional development is implemented ranges from the traditional and
dominant training mode to the currently popular activity of action research. The prevalent
training mode is usually short-term, standardized sessions designed to impart discrete knowledge,
skills and techniques but it does little to help teachers move beyond being technicians to becoming
artists.

While traditional modes of professional development such as in-service courses have long been the
main focus of schools, education departments and ministries, most initiatives have been piece-
meal, ad-hoc programmes. In general, such efforts have been one-shot, one-size-fits-all events,
rather than evolving processes of professional self- disclosure, reflection and growth (Diaz-
Maggioli, 2003). Materials given and strategies shared are deemed effective across board, that is
for all teachers, all classroom settings and all students and little effort is taken to do follow-up
programmes designed on helping the teachers practise what has been preached. On a heavier note,
Schlager and Fusco (2003) describes school-based professional development programmes as
consistently disconnected from practice, fragmented, and misaligned (p. 205). It is not surprising
then to learn that teachers including those in Malaysia are somewhat apathetic toward professional
development (Lourdusamy & Tan, 1992).

The new focus of professional development world-wide is now on the implementation of action
research as a means for teachers to evaluate their own practice for self improvement. Great efforts
have been initiated by the Malaysian Educational Planning and Research Department as well as the
various State Education Departments and the Teacher Education Division. Numerous
presentations at various levels have been conducted at both the national and state levels. But
really, how has action research helped Malaysian teachers grow professionally? Action research
has been defined as the voluntary, collegial involvement of teams of teachers at the same site as
they pursue joint inquiries into defined areas of significant personal/professional concern (Sagor,
1997 as cited in Donato, 2003). The concept of teachers-as-researchers requires teachers to
observe and analyse both teacher and student existing classroom behaviour, call upon their own
knowledge and skills in deciding what to change and what not to change, and monitor the teaching
and learning process. Little (1994) suggests that the most robust professional development options
will locate problems of implementation, that is the ability to iron out the probable internal
contradictions and tensions that might exist between the proposed reforms and teachers existing
beliefs, commitments and practices. Sweeney (2003) terms this as practitioner professionalism.

Action research is said to enable teachers to develop knowledge from their experience and to help
them understand better their own practice. The process of questioning, inquiring and discovering
is said to contribute to teacher development and learning (Brown & Macatangay, 2002). Through
action research, teachers are able to take note under which circumstances and with which students
a new set of materials or a new strategy is most effective (Akerson & Roth-McDuffie, 2002).
McNiff (1988) very succinctly states that teachers who become enquirers take responsibility for
their actions and are accountable for their own development. The reflexive teacher is then the
practitioner whose approach and mindset to self-development is that of a self-critic. In this
context, it is all right to for the teacher to be at times uncertain, confused or frustrated because the
path to self-enlightenment is not always smooth- sailing and rosy but is in fact fraught with risks
and difficulties.

Factors Affecting Teacher Professional Development
Sparks and Loucks-Horsley (1990) explains that professional development both changes and is
changed by the organisational context in which it takes place. Literature points to two basic
categories affecting teacher professional development, that is personal factors and contextual
factors. Personal factors include the stage of concern the teacher is in, the teachers career stage
and the cognitive development. Contextual factors include the type of class the teacher teaches,
the teachers colleagues, the head of department, the school culture, the school leadership, school
policies as well as time and financial resources (Villegas-Reimers & Reimers, 2000).

In discussing contextual factors, Imants (2003) stresses that the social context of the school is
assumed to foster or inhibit teacher professional development to a considerable extent (p. 294).
Blumenfeld and others (2000) further add that a school culture that provides opportunities for
sharing, risk taking and reflection among teachers about pedagogy and student learning is more
likely to encourage teachers to develop professionally. In this respect, Clement and Vandenberghe
(2001) emphasize that schools should offer learning opportunities and learning space; schools that
favour professional development are those that encourage some experimentation without the threat
of punishment if one is not successful. Other barriers to teacher professional development as cited
in literature include the lack of ownership in professional development initiatives and the isolated
nature of teaching in schools (Cwikla, 2003; Schlager & Fusco, 2003).

So how do we measure the success of teacher professional development programmes? Do we
measure by the participants attitudes and perceptions? How about teachers attendance? Or maybe
facilitators evaluations? Student learning? All the preceding indicators may be considered less
rigorous than measures of teacher learning, adoption and implementation of new instructional
method (Cwikla, 2003). According to her, for innovations to be successfully passed on to the
grass-root level, much time and opportunity is required for teachers to understand, experiment as
well as change attitudes and perceptions about teaching and learning. Further to that, teachers who
attend professional development programmes outside of their schools are better able to implement
what has been learnt and more likely to keep the fire burning when they are given support
through networking with other fellow participants who can care and share with respect to
problems or issues that may arise and also to celebrate success in their achievements. This would
help alleviate the feeling of being isolated in their effort to change.

Teacher Learning and Pupil Learning
Teacher professional development acts as a precursor and a catalyst in enhancing student learning.
While most professional development programmes do not overtly state it, the ultimate aim of such
programmes is to raise standards of student achievement (Diaz-Maggioli, 2003). A great deal of
money is spent annually on teacher professional development but then the fact is that, as Beasley
and Butler (2002) strongly state, there is no change in educational outcomes unless there is
teacher change (p. 40). Imants (2003) is of the same opinion; he states that teacher learning is a
crucial factor in educational change. Beasley and Butler (2002) further quote the report The
Status and Quality of Teaching and Learning of Science in Australian Schools as saying that
imposed change without teacher engagement and ownership of the change brings little effective
improvement in the longer term (p.169). One might say that attempts at teacher change from
outside in might be wide-spread but the change is usually superficial and transient. It is seldom
deeply rooted nor long-lasting.

Sweeney (2003) suggests that in order to be an effective teacher, one must be skilful in adapting
ones own instructional behaviours to ones theories of what constitutes good teaching in the
most appropriate manner bearing in mind the quality and extent of the resultant student learning.
Shaw, Davis and McCarty (1991), as cited in Pehkonen and Torner (1999), outline a framework
for effective and positive teacher change (Refer to Figure 1). The first thing that has to happen is
for the teacher to be perturbed in his/her thinking and actions and then commit to do something
about it, based on his/her personal vision of the ideal classroom situation.

According to Imants (2003), changing structural aspects of reform such as resources, time and
authority, does not necessarily constitute an improvement in teaching and student learning. This is
because such changes are not synonymous with changing the beliefs, habits, knowledge and
skills that support teachers instructional practice (p. 295). What is more important are the
reforms of culture, that of teachers continually seeking and sharing learning, providing each other
support, and treating each other as professionals. Successful reforms are the result of teachers
questioning and challenging their own teaching routines when they prove ineffective with
students, and in examining and inventing new conceptions of subject and teaching (Imants, 2003,
p.297). Such reflexive process would enable teachers to identify limitations in their own practice
thereby learn from their own teaching. Indirectly, pupil learning is enhanced. In short, changed
teacher behaviours and raised pupil achievement are reciprocally linked.






















Cultural Environment
Vision
Commitment Perturbance
Reflection
Reflection Reflection
Figure 1. Framework for teacher change (Shaw, Davis & McCarty, 1991).


Purpose of the Study

The purpose of this study was therefore to examine the practice of action research by a
mathematics teacher and to seek understanding on how action research has helped the teacher
grow professionally. The research questions that guided this study were:

1. How has action research helped a mathematics teacher grow professionally?
2. What factors have played a significant role in enabling a teacher to successfully carry out
action research?

Significance of the Study

It is hoped that findings from this study will be able to help parties involved in teacher professional
development to have a keener insight on the role of action research in teacher professional
development and how teachers may be encouraged to carry out action research.


Context of the Study

The respondent in this study comprised an in-service teacher from the state of Perak. She has been
teaching mathematics for fifteen years that is, since the time she entered the Education Service as a
trained teacher. This teacher whom from here forth will be referred to as Kim, holds a Bachelor of
Science with Education (majoring in mathematics) and a Masters in Education. She normally
teaches mathematics to Form Six students at her present school.

The school is an urban school and may be considered a prestigious school with its students
performing well both in the academic and co-curricular fields. The class that was involved in the
action research that Kim conducted was a Form Four mathematics class. There were 35 students
in the class, 11 from the science stream and 24 from the arts stream. That particular year Kim
carried out the action research was the first year that the students from different streams were
mixed. This was to reduce disciplinary problems among the arts stream students who were
generally not interested in learning. Kim was assigned to this particular class at the beginning of
the school year while awaiting the Form Six students to come in somewhere in mid-year.
Generally the science students were good at mathematics while the arts students were weak in it
and did not show interest. Because of that, the arts students generally created disciplinary problems
during mathematics lessons and the learning environment for the whole class was less than
conducive.

Methodology

This study is based on a single case. The unit of analysis in this study is therefore the teacher-
researcher who has been successful in carrying out action research in her school. Selection of
participant for this study was based on the type of intervention that was carried out, that is the
constructivist approach. The teacher willingly participated in this study. Data were collected
using three methods. The first method was using the mail survey method where open-ended
questions were posted to the teacher. The actual action research report written by the teacher was
also used as a source of data. This was followed by an informal conversational interview using the
telephone to clarify matters that were not clear, to establish actual meaning and to gain further
insight into what had actually happened. The qualitative approach was utilized to analyse data
collected; the strategy employed was a mix of developing a case description and relying on
theoretical propositions. After the data were analysed and the report written, the report was given
to the teacher to read through to see if she was agreeable to the findings made. This helped
establish the studys interpretive validity.

Findings and Discussion

In the Beginning
Kim first heard about classroom-based research about three years prior to this incident. At that
point in time, she was not clear what it was all about. Then she attended courses conducted by the
state education department and eventually became involved as a master trainer. She recalls that as
a master trainer she was cognizant of the theory, process and principles of action research. She
was even instrumental in encouraging other teachers to conduct action research. Initially, she
herself had not personally experienced what it was like to research into her own practices. She
admits that prior to conducting her own action research, she lacked confidence in sharing the real
benefits of such classroom-based inquiry.

The Dissonance
Kims effort in incorporating constructivist principles in her classroom started off with a pressing
need, that is to overcome a problem she faced in her mathematics class. In her research report that
was written in Bahasa Melayu, she described her dilemma as follows: tugas utama saya di
dalam setiap waktu pengajaran seakan-akan seorang polis mendisiplinkan pelajar-pelajar yang
boleh dikatakan tidak berminat langsung dalam pembelajaran. Setiap hari, saya berasa marah
dan letih selepas menghadiri kelas itu. Saya akan berasa amat gembira jika tidak perlu mengajar
kelas itu. She felt that the arts stream students were just not interested in her mathematics class,
and for that matter they have never been interested in mathematics at all. That was not her ideal
class. Due to the disciplinary problems that arose, she actually dreaded going into that particular
class. She saw herself as a policewoman and questioned her own classroom management skills.
Every time she came out from the class, she was furious and physically exhausted. Whenever she
did not have to enter the class she felt relieved.

All the negative emotions were there; stress, worry, anger, helplessness. She also expressed that
she was in a moral dilemma; she had even contemplated paying attention to the science stream
students only and leaving the incorrigible arts stream students to their own devices. She wrote in
research report: Pada masa yang sama, saya terjerumus dalam dilemma diri: Patutkah saya
hanya tumpukan usaha saya terhadap pelajar Sains yang lebih berminat dalam pembelajaran?
Patutkah saya tidak mengendahkan pelajar yang dilabelkan sebagai pelajar yang tidak dapat
dirawati lagi?

Then she questioned her pedagogical skills. She knew that her usual didactic approach was not
working for everybody and she had to find a way to make sure all of her students actually learnt,
not just copy notes from her and answers from peers. The monthly test results capped it all when
almost three quarters of her students failed with half of the class obtaining less than 20 percent. So
here was a teacher in dire straits over what she could and should do, she was left to her own
resourcefulness, determination and commitment to seek a solution for the common good of both
teacher and students.

With the problem at hand, Kim felt she had to do something to overcome the dilemma she was in.
It was during one of the discussions she had with her colleagues that she first learnt about the
Student Team Achievement Division (STAD) strategy, which is a co-operative learning strategy.
She read up further about this new strategy from the books that she could find. Although she had
not tried this strategy before, she decided it was a good method to practise in her mixed class of
students because according to theory, it encourages students to help each other. So theoretically,
the science stream students would be able to help her help their arts stream peers. She was not
exactly sure if it would work but she felt there was nothing much to lose.

The Painful Process
If before the intervention Kim felt stressed about teaching her students using the didactic approach,
she reported that her feelings did not change as she first started on her journey of applying
constructivist principles to her own practice. She still felt the pressure when the time came for her
to execute the change First of all, her students were not enthusiastic about the new approach. The
good students felt that it was a waste of their time re-learning the same topic using another method
and having got to teach other students at that, while the weak students did not appreciate why she
wanted to help them. Now Kim was willing to try but she was not getting the support from her
students. She felt that the good students were being selfish and needed some attitude re-
engineering. Realising that their support and willingness to be part of the act was extremely
crucial, she began by talking to her students, coaxing them and making them understand that
everybody had a part to play and that it was for everybodys good the teacher, the good students
and the weak ones. According to Kim, once the message got through, things went on smoothly.
The students became willing partners in the endeavour; they co-operated with her in trying out the
new strategy.

Bridging Theory and Practice
For the intervention, Kim first developed her own module by adapting materials from a published
book. The module emphasized the mastery of one skill per exercise. There were altogether a total
of six exercises for the students to use in two weeks. The class was then divided into groups
whereby a good student was appointed the leader of each group to act as peer facilitator. She
assumed the role of lead facilitator or consultant whenever the student leaders faced difficulties
in answering their peer group.

According to Kim, the task of developing a module was not easy as she initially lacked ideas and
she faced time constraint. However she persevered, believing that she will be able to reap the
rewards from the time and effort put in. She was able to do so with the moral support and help
from colleagues and school management. Of the support given, Kim says, I am lucky to have the
full support from the school management and assistance from my colleagues. I am allowed to
photostat and use the school printer freely. When I run out of ideas, my colleagues share their
ideas with me.

So did the strategy work? This teacher-researcher notes that it has increased the students interest
in mathematics and has indirectly helped improve the relationship between her students and
herself. She reported that The teaching-learning climate became more comfortable and
harmonious. There was two-way communication when I taught. Besides that, the strategy was
well-received by the class in that the students said that it was fun learning in groups because they
could discuss with each other and the level of involvement in activities was high.

As for academic gains, Kim was glad to observe a rise in test scores on the topic for both the good
and weak students after the intervention. On top of that, her good students learnt the importance of
sharing and helping their peers who were not as inclined to mathematics. She says, The poor
students have gained some confidence that maths is not that difficult. The good students have
gained some good moral values, that is, happiness comes from sharing. Since then, the
atmosphere of learning has improved and become more positive. I think we are all winners
because no time is wasted in disciplining the poor students anymore. So there is positive teacher
and student change; the teacher is happy, the students are happy and more importantly, the
teaching and learning process is effective. One cannot dispute that in a sense, everybody was a
winner. The theory learnt was successfully translated into practice. From the telephone
conversation held with Kim, it was discovered that having gained confidence in the strategy, Kim
has since successfully used STAD in her other classes at the Form Six level.

The Lesson
Upon reflection, Kim says she has since learnt to ask how to solve her classroom problems
whenever she faced one, and not to just ask why. She notes that when my students are not able
to reach my expectations, I would ask myself how I can help them achieve my target, instead
blaming the students or even other teachers who taught the students previously. Kim points out
that it was not easy to change other peoples attitudes (meaning the students attitudes) but she was
willing to try and change her own attitude first. After having successfully created a positive
change, she firmly believes that change should first come from within oneself; if she had not
initiated the change, her students were surely not going to be the ones to change. She further
emphasizes that more than anything else, love should be the prime factor in initiating any change,
not force nor offers of materialistic rewards like certificates of accomplishment or prizes from
action research competitions.

Kim feels that she has moved on from being a theorist to becoming an actual practitioner of action
research. In her action research report, she very aptly cites J ean McNiff (1988, p.52):

In my days as a skilled technician, I stood on the sidelines, directing the game and
scoring. I was an observer and a manipulator of other peoples experience.
Now, I join in the game, I win and I lose. I live and I learn.





Conclusion

In this study we see that the mathematics teacher who carried out action research in her class has
developed professionally in that she was able to translate theory into practice in her effort to solve
the problem she faced in her mathematics class. The issues resolved were not just those of raising
her students academic standards but also those that involved her ideals, values, beliefs, and
attitude. She maintained what she believed to be the best for herself and her students and did not
forsake her values when she faced problems and time constraints. She discovered that she was
empowered to make a change, starting from within, and she embraced the responsibility in good
measure. The learning that she went through may be considered a healthy one in that good came
out of the risk she took in implementing something new.

Difficulties were there, but then so were opportunities. Today together with her students, Kim
celebrates the joy of transforming the teaching and learning of mathematics using constructivist
principles. She had turned the difficulties in her classroom into learning opportunities. It was not
just learning as in assimilating head-knowledge but in applying what she learnt to improve herself.
She learnt to accommodate her students by changing her teaching style to suit their needs. In that
sense one may safely say she was very much an artist as she was a technician. A remarkable
journey of self-actualization, discovering that she had the potential within her to change herself
and others for the better. Besides that, a one time affair with STAD has led her to have a
continued practice of that constructivist strategy. This occurred because there was engagement
and ownership of change.

Kims accomplishment was achieved with the help and encouragement from her school
management and colleagues. The moral support, the free and easy access to paper and
photostating machine and the availability of colleagues to discuss and share ideas certainly
facilitated the change process. Her students were also an important factor in helping her grow
professionally. They were the ones who triggered the necessity for change and collaborated with
Kim to practise what was suggested in the constructivist learning theory. Most of all, the prime
factor is surely her own good self. She saw the need to improve her practice, she wanted to change
and she took it upon herself to initiate the transformation by talking with her colleagues, reading
up further, developing her module and persuading the students to work with her. Nothing and no
one could have changed this teachers perception and way of doing things if she herself did not
will it to do so.

In conclusion, the framework for effective and positive teacher change as suggested by Shaw,
Davis and McCarty (1991) appears to hold true for the case of Kim. Based on Kims case, perhaps
if one were to adapt the framework to show how teacher professional development occurred and
the factors that played a significant role in it , one might come up with a framework as shown in
Figure 2.

































Ownership
Engagement
Perseverance
TEACHER
Problems /
Constraints/
Commitment
POSITIVE
TEACHER
CHANGE
Support
POSITIVE
STUDENT
CHANGE
Collaboration
Continued
Cognitive &
affective
dissonance
Reflection
Reflection
Values
Beliefs
Reflection
Existing
practice
Vision


Figure 2. Framework for teacher professional development through action research

Finally, it should be mentioned that the findings from this study is more suggestive, rather than
conclusive in nature. It is not possible generalise the findings from this study to other teacher-
researchers in other situations or contexts. However, it is hoped that the insight gleaned from
looking into Kims professional development through action research will enable stakeholders in
teacher professional development to better grasp both the learning process that occurred as well as
the tangible and intangible benefits of such an activity.

We need to remind ourselves that teacher change is a journey, not a destination. The concept of
change is a process primarily concerned with people, their values and beliefs, their practical
knowledge and praxis (Beasley & Butler, 2002. p. 38). In this journey, problems should be taken
as opportunities for learning and growth. Finally, teachers need to embrace change with all its
uncertainties and risks, just as what the German poet Goethe once said, We must always change,
renew and rejuvenate ourselves, otherwise we harden.


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