CDFE Malta Meeting Action Research 7 November 2013 Michael A. Buhagiar Faculty of Education, University of Malta

The CDFE Project The three pillars of the Project AR as a tool that sustains professional growth throughout the various stages of ‘becoming a teacher’. Teaching Practice Action Research Continuous Professional development

Structure of the Presentation Introductions A Photographic Journey A Glance at the Literature AR at the Faculty of Education Presentation 1 – James Calleja Presentation 2 – Jonathan Camenzuli Presentation 3 – Catherine Cutajar The Benefits and Problematics of AR The academic standing of AR

Introducing Ourselves Dr Michael Buhagiar Faculty of Education, University of Malta Mr James Calleja HoD (Mathematics), St Clare College Mr Jonathan Camenzuli Mathematics teacher, Stella Maris College Ms Catherine Cutajar Physics teacher, St Martin’s College

Three Photos - First

Three Photos - Second

Three Photos -Third

Another Photo

One Final Photo

Definition of AR - 1 AR definitions abound ... just three examples! Action Research is a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which the practices are carried out. (Carr & Kemmis, 1986) Carr, W., & S. Kemmis (1986) Becoming Critical: Education, Knowledge and Action Research. Philadelphia: Falmer Press.

Definition of AR - 2 Action research...aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously. Thus, there is a dual commitment in action research to study a system and concurrently to collaborate with members of the system in changing it in what is together regarded as a desirable direction. Accomplishing this twin goal requires the active collaboration of researcher and client, and thus it stresses the importance of co-learning as a primary aspect of the research process. (Gilmore et al., 1986) Gilmore, T., Krantz, J., & Ramirez, R. (1986) Action based modes of inquiry and the host-researcher relationship. Consultation, 5(3), 160-176.

Definition of AR - 3 … action research is a participatory, democratic process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview which we believe is emerging at this historical moment. It seeks to bring together action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and their communities. (Reason & Bradbury, 2001) Reason, P., & Bradbury, H. (2001) Introduction: inquiry and participation in research of a world worthy of human aspiration. In P. Reason & H. Bradbury (eds) Handbook of Action Research: Participative Inquiry and Practice. London: SAGE.

A Simple AR Model Stephen Kemmis (cited in Hopkins, 1985) has developed a simple model of the cyclical nature of the typical action research process (see Figure 1). Each cycle has four steps: plan, act, observe, reflect. Figure 1 Hopkins, D. (1985) A Teacher's Guide to Classroom Research. Philadelphia: Open University Press.

Summing Up AR is a form of research in which practitioners reflect systematically on their practice, implementing informed action to bring about improvement in practice and a fairer social system. The main characteristics of AR are:  it is cyclical;  it requires separate but mutually dependent steps;  it is participative – both the researcher and subject are active participants in the research process;  it generates data that is generally of a qualitative nature;  it is about change and social justice; and  it is a reflective process.

A Fundamental Question How is Action Research considered in the Academic World? I invite you to reflect on this question as we move to the three presentation. Action Research Academic Research

AR at the Faculty of Education No AR policy or strategy. Individual staff initiatives. At undergraduate level, related mostly to TP. At master’s and doctoral levels, related mostly to CPD. University of Malta AR initiatives

The Three Presentations James, Jonathan and Catherine will focus on: 1. Why they opted for AR 2. The benefits and problematics of AR 3. AR and their own CPD The dissertations of James and Jonathan can be accessed at: http://www.primasnational.eu/MT/

The Benefits and Problematics of AR Improves classroom practices. Ensures grounded research through the emergence of reflective practitioners. Empowers students who are often considered as co-researchers. Empowers teachers by sustaining teachers’ professional knowledge. Teachers become creators of knowledge rather than mere receivers of knowledge. Earmarked participants find it hard to refuse participation or to withdraw consent. Research concerns may take over teaching/learning concerns. Classrooms become the ‘ground’ for personal academic glory. Lesser research accountability. Greater concerns with fabrication of results. Difficulties with upholding anonymity and confidentiality. Publication restrictions. benefits problematics

The Academic Standing of AR Enjoys a growing reputation as witnessed by the journals, professional associations and educational conferences dedicate to AR. Concerns normally linked to the generalizability of results (as with other types of qualitative research). The deep study of unique situations can lead to a highly abstract form of theorising, even if not to all encompassing ‘grand theories’. Solid academic foundations Some lingering scepticism