Teacher as researcher in

the classroom

Knowledge models

Whats the relationship/ flow

between the two?

Looking closely at research

Action research is the process of

systematically testing new ideas in the
classroom or school, analyzing the
results, and deciding to implement the
new idea or begin the process again
with another idea.

Action research differs from formal

research conducted by education
theorists because it is typically
designed and controlled by the teacher
him- or herself or in collaboration with
other practitioners.

Classroom action research is

characterised by:

Begins with a question, such as "Why don't my

students write better notes?"

Proposes a classroom-based practice (intervention)

to change the identified problem, such as "Will using
a graphic organizer to teach a concept improve
note-taking skills?"

Uses a systematic approach to testing and analyzing

the idea or intervention (Did it improve their skills?
How?)

Is teacher or practitioner directed

Has an end goal of improving a teaching practice or

other educational process.

2. Relevance of the teachers role

and Why?

Action Research : improve professionalism by

doing research based on education.

Teachers are the ground workers : Teacher know

what is happening at school and the solution to
various teaching/learning problems.

The research done would be based on reality and

teaching practice and not opinion based.

Teachers can explore new ideas to improve

teaching and apply it during classes more
innovative.
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Develops critical thinking in the working

environment.
Research can be done in countless cycles
until optimum result is achieved.
Encourage reflective thinking among
educators.
Improve various skills such as planning,
observation, collecting data, analyzing
data, evaluating, interpreting data,
making reflection and conclusion.
In the end : improve the image of
teaching profession, making it as a
research based profession .
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Finding out about teaching What can and cant research

do?
Research the issue,
a tool for thinking, or
for action?

Practising what we preach modelling

Lack of use of research by
teachers
parallel
to
classroom teachers whose
students struggle
What would we do then?

Ill have what hes having!

Relevance in classroom
teaching

It will help you build a reflective practice, based on

proven techniques.

It allows you to try out new ideas and reliably assess

their effectiveness.

It will build confidence in your instructional decisions.

It contributes to the professional culture of teaching

at your school.

It can create meaningful and lasting change in your

practice, your students' learning, and your school.

What does that mean for how

research improves practice?

For individuals, research outputs need to

prompt:
Collaborative, active learning,
Demonstrating an expectation that
findings will be have to be interpreted
for context
Diagnosis in context of student
experiences
Learning from looking
Use of specialist expertise/ smart tools
to explore beliefs, challenge with new
ideas etc

At system level it means

Investigating the issues of interest to
practitioners
Awareness raising re: range of useful
research
Securing understanding of core facts and
issues
Enabling practitioners to relate products
to own experiences
Providing
access to theory / the
underpinning rationale to enable transfer
Encouraging
and/or
supporting
practitioners in interpreting, testing &
refining strategies from research in their
own context

3. Context
Teachers can do action research based on
these aspects:
The

usage of teaching/learning aids

Teaching
Group

strategy/technique/method

work activities

Preparing

worksheets / assessment in
the classroom
Classroom

management

Disciplinary

problem

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Benefits

improvements in student:
motivation, responses to specific subjects &
curricula
performance e.g. test results and specific skills
organisation e.g. collaboration, selection of
strategies
questioning skills, thinking & responses to stimuli

And teachers
self-confidence e.g. in taking risks and efficacy
willingness to continue professional learning
willingness & ability to make changes to practice
knowledge & understanding of subject &
pedagogy
repertoire strategies & ability to choose between
them

4. Application

Identify and analyze the problems

occurred in the classroom or curriculum

Plan and construct strategy to overcome

the problem.

Implement the strategy.

Assess the effectiveness of the strategy.

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Make group reflection

Draw a conclusion and identify new

problems that arise.

Do second cycle until optimum results

are achieved.

Report the research findings/prepare

research paper/publish in journal/share
with interested educationist or as
reference.

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Reference:

Syed Ismail Syed Mustapa, Ahmad Subki Miskon. (2014).

Asas Kepimpinan & Perkembangan Professional. 2nd ed.
Penerbitan Multimedia Sdn Bhd. Perak.

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