THE IMPORTANCE OF ACTION RESEARCH IN TEACHER EDUCATION

PROGRAMS:THREE TESTIMONIE
ABSTRACT
This research paper explored the importance and value of action research whithin education.In
addition to the body of literature already suggesting action research is a valuable exercise for
teachers to undertake the testimony of three teacher-researchers highlights the utility of this
research methodology whithin schools.First it offers teachers a systematic,collaborative,and
participatory process of inquiry that active engages them with specific issues of
concern.Second,the action research process provides teachers with the technical skills and
specialised knowledge required to be transformative whithin their specialised knowledgerequired
to be transformative whithin their professional domain .That is,it enables teachers to effect
positove change whithin classrooms ,schools and communities.Third,while this paper has
reported only three techers undertaking research projects in their perspective schools,there is
evidence to propose that action research can allow teachers to be innovative in their professional
lives.Having an innovative approach towards school improvement suggest that there is
considerable scope for teachers wishing to develop "customed" action research projects of their
own.In developing research projects specifically tailored to the needs of a particular learning
community,practitioners are empowered to find localised ,practical solutions required for
effective change to take place.
INTRODUCTION
Action research is a process of systematic inquiry that enables people to find effective solutions
to real problems encountered in daily life .Action research has had a long and distinguished
pedigree that spans over 50 years across several continents.Historically,the term action research

has been long associated with the work of Kurt Lewin,who viewed this researh methodology as
cyclical,dynamic and collaborative in nature. Through repeated cycles of planning,observing,
reflecting,individuals and groups engaged in action research can implement changes required for
social improvement.
Action research provides the means by which professional people may increase the effectiveness
of the work in which they are engaged.More specifically, the action of action research departs
from the "traditional" scientific research approaches of determining a generalized solutions that
can be applied to all contexts note that the action research
METHODS
This study sought to explore ways undertaking action research in schools can inform strategic
planning. Data collection encompassed of examination of the experiences and reflections of three
participants teachers who implemented action research projects at their schools.The participants
initially devised their projects when undertaking the postgraduate unit action research in
education.The three teacher-researchers were purposively selected for three reasons.First,they all
exhibited a substancial level of competence,determination and enthusiasm in completing the
postgraduate unit to a very high standard.Second,they continued their action research projects
well past the completion date of the unit.Third,as a result of their actiin research project,all three
participants action research projects demonstrated a significant positive impact in their schools.
The theoretical perspective for the study entailed an interpretive paradigm incorporating a
symbolic interactionist lens.Symbolic interaction directs investigators to take,to the best of their
ability,the standpoint of those being studied. Consistent with this perspective, the current study

enabled the researchers to examine the impact of action research in schools through the
experiences and reflections of the three participants implementing the action research projects.

RESULT
All three participants describe the concept of action research in terms of a valuable process to
investigate a critical essue of concern in their schools.For instance.Michael remarked that action
research allowed him to explore in detail "a particular topic using a variety of vehicles to gather
data".He noted that he was able to use that data to "influence policies and school organization" in
a positive way.Similarly,Simone described action research as a process designed to delve "deeply
in to issues so that teacher can aquire a range of views".She commented on the value of action
research as a means of obtaining "peoples perspectives on differint essues" and noted,by
including people in the process are more likely to joint ownership.Damian also highlighted the
the importance of action research as means to consult and acknowledge "people who would be
most influenced by the intended change".He believed that action action ensured "key
stakeholders have ownership, that they feel their finger on the research, and that they can see
where they have been consulted."
Critical to the success of their action research projects was the fact that each participants chooce
a topic that was decidedly relevant to his or his role in the school. Michael commented to his
action research topic "evolved from an actual school playground compliancy issue that was
causing some concern .He noted that associated with this issue "was a staff communication
problem related to the reporting" of inappropriate student behavior.

Action research in education

Within the teaching profession action research can be defined as the process of collaborative
inquiry conducted by stakeholders to understand and improve th quility of actions on instruction
outlines the goal of educators conducting action research as;"gaining insight,developing
reflective practices,effecting positive changes in the school environment ,and improving student
outcomes and the lives of those involved".The action research cycle typically engaged educators
in a systematic examination of instruction of their practice, or an exploration of real problems
experienced in school and a possible course of action.According to Ado,this cycle "rests on the
beliefs that educators better serves their students when they examine and reflect upon their
practice and when they specifically consider ways to address challenges that exist in their
practice."All action researchers ,regardless of their particular school of thought or theoretical
position,are commeted to a criticak examination of classroom teaching principles and the effects
that the teachers'actions have on the children in their care.In light of this comment,Holter and
Frabutt suggest that action research in education must be systematic, oriented toward positive
change in the school, community, practitioner- driven and participatory.

Benefits
Action research offers many benefits for educators committed to a critical,investigative process
of improving school practice,policy or culture.First, action research can be used to fill the gap
between theory and practice and help practitioners develope new knowledge directly related to
their classrooms.Second, action research facilitates teacher empowerment.Teachers are
empowered when they are able to collect their own data to use in making decisions about their
schools and classrooms. Moreover, when teachers is allowed to take risks and make change

related to teaching and learning, student achievement is enhanced and schools become more
effective learning communities.
Third, action research is an effective and worthwhile means of professional growth and
development. Traditional teacher in services are often ineffective and generally do not give
teachers sufficient time, activities and content to increase their knowledge or affect their practice.
Teacher inservices on action research offer a way for teachers to reflect critically on their
practice, stimulate change in their thinking and practice, and promote self -improvement and
self-awareness.Ultimately, the solutions based focus, emphasis on fostering practitioner
empowerment, and pragmatic appeal of actipn research collectively render this research projects
of their own, as topics for investigation are as multifarious as the daily vignettes evidenced in the
teaching profession.
DISCUSSION
The aim of this research project was to explore how undertaking research in schools can inform
strategic planning.Specifically,the data collection phase comprised an examination of three
participants teacher's who implemented action research projects within their schools. The data
from the interviews categorised the participants perceptions under three main themes.These
were; valuable methodology,impact on school community,and challenges encountered.
All three teachers-researchers highlighted that action research provided them with a valuable
research methodology to examine what they considered to be a critical issue within their
respective schools. Comments were made about action research being an appropriate mythology
to explore localised issues in significant detail using a range of research participants. Attention
was drawn to the systematic and cynical nature of action research,whereby multiple cycles were

needed to completely understand the problem, gather enough meaningful data, and to implement
positive,school wide change, the teachers emphasised that action research enabled to them
engage fellow colleagues in the problem solving process, and to empower these colleagues in
taking collective ownership of the particular issue. By adopting a collaborative approach to their
action research projects, these teachers were able to identity, plan,and implement changes needed
for school improvement.
The teacher-researchers outlined that the action research process positively impacted on their
respective school communities. A common remark was that the "observe" and "reflect" stages of
the process assisted teachers in gaining clear insight regarding a particular issue before
implementing changes to school culture and policy.In particular the teachers underscored the
collaborative and parcitipatory nature of action research across all of the stages and numerous
iterations. Again, teachers commented that because the implemented changes had been "tailored"
to suit their particular students, staff, and school community,the impact was demonstrably
positive.
In addition to the numerous claims by the teacher- researchers that action research had positively
benefited their respective school communities,some challenges associated with the research
methodology were voiced. One commonly cited challenge was the protracted time- frame
associated with the action research process.The extra time spent engaging with the action
research process required the teacher- researchers to conduct research during non-teaching
times,and to manage time more effectively overall.None of the interviewed teacher-researchers
indicated that a decrease in the quality of instruction had resulted from conducting research. A
second challenge involved teachers questioning the validity of collected data. To address the
issue of how genuine data were,teacher- researchers interviewed a broad sample of participants

to access multiple viewpoints concerning a particular issue. Moreover, each teachers researcher
deliberately involved other key staff in the data analysis and implementation stages of their
projects. Doing so enabled others perspectives to be voiced and considered, reinforcing the
parcipatory and collaborative nature of action research.While three teacher-researchers proffered
various challenges associated with action research, they also claimed that action research was a
personally and ptofessionally rewarding experience.
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