Action Research

SCHOOL OF LANGUAGES - SEMINARIO INTEGRADO 1
Session 2
Read Chapter 1: Becoming a Student Teacher- Action Researcher from Kalmbach Phillips, &
Carr, K. (2010). Becoming a Teacher through Action Research (Second Edition). London:
Routledge.
(Taken from p. 9.)
Answer the following questions and be ready to share them in our next session:
1. What do you think are the most important qualities, attributes, or skills of a good
researcher in the education field?
Curiosity, good communicator, ability to work as a team, open-minded, critical way of

thinking, ethical and honest. Innovation, good observer, creative. Conscious, aware of our
limitations. Flexible and realistic.
2. How do you understand the term deconstruction and what is its importance for
research?
The term deconstruction for me is the result of a critical analysis of a situation. Deconstructing
is a strategy that helps us to put aside beliefs we have about something or someone, whether
it is good or bad, helping us to separate opposition concepts (binaries) to create other
alternative meanings.
In research deconstruction is very important because it helps us to suggest other possible
alternatives to the interpretations, we have made about something, through a critical analysis it
is possible to discover, create other options that we have not noticed before, allowing to
consider a problem from another point of view. Deconstruction in research prevents us from
getting stuck in one way of thinking and gives us the opportunity to open ourselves up to other
possibilities to deal with an issue.
However, through the process of research in action, learning to use deconstruction can be a
powerful tool for thinking about teaching and learning.
3. Explain the following sentence: “Action research is most simply defined as a
“practitioner-based” form of research.” (p.13). What do you think are the pros and
cons of practitioner-based research?
Action research is practitioner-based because it arises from the observations made by

teachers in their classrooms to improve some inconvenience with the teacher’s teaching or
the students' learning.
Pros:
 It is a pedagogical tool for reflection that allows us to evaluate our performance as

teachers.
 Helps teachers identify problems affecting the teaching-learning process to improve
it.
 It is a participatory process that is built from and for practice.
 There is a change and educational improvement of all those involved in participation.
 Encourages the development of research methods, techniques, and tools for
teachers to create reflective attitudes about their work in order to transform it.
 You learn from the context
Cons
 For this to be effective, commitment and collaboration are needed at all stages of the
investigation process of all those involved.
 It takes a lot of time and work like researching, observing, collecting data, analyzing for
a single person.
 If there is a lack of honesty and integrity researchers may show bias towards data and
conclusions to support their hypotheses or arguments.
4. What is understanding from the metaphor the authors describe on p.17? AR is

like budget travel.
The action research for preservice teachers is like a budget travel because like the destination
we also plan everything so that everything goes well, and we anticipate success at the end of
our research. We have ideas of what we are going to do, how we are going to do them, the
time that we are going to require, but we realize that in the process it is necessary to adapt to
the changes and to the various situations or circumstances that are presented to us. To the trip
we want to take many things, but we end up carrying the essentials like the camera and the
diary, and during preservice action research we also make use of the essential ones as our
eyes to observe the context and our notebook to document the events, people and situations
that happen during the process. Action research requires that we critically analyze,
deconstruct, set aside assumptions and be willing to learn from what we find along the way.
We hope to learn and gain experience during the process. We hope to change something in us
because of the research process; in the end, we will realize that action research has real
purposes, and we cannot make assumptions because in practice everything can change.
5. The authors state that “Engaging in the process of action research is a tool one
can use to bridge the gap between school and the world outside school.” (p.23).
What is your perception about this statement?
My perception of this statement is that obviously action research can be used to bridge the gap
between school and the world outside of school. Action research should be carried out by
persons belonging to the educational community (teacher researchers, principals, school
counselors, or other stakeholders in the teaching/learning environment) in an investigative
process, contributing to the identification of why they are affected by the demands and
contingencies of a postmodern world, and because they choose to follow old systems and
structures. Identify why for example schools and teachers cling to modernist bureaucratic
solutions and create a plan to improve this aspect can be carried out through action research,
effecting positive changes in the school environment.
6. As you read tables 1.1 – 1.6, note how you respond and react. Did you find this
information intriguing? How would you characterize the tone or feel of these
research designs? How possible would it be to use these designs as a classroom
teacher? (Adapted from pages 26 & 30).
I found this information intriguing because I realized that there are several action research
designs which are essential to integrate the different components of the study in a coherent
and logical way, thus ensuring that it will effectively address the research problem.
I think a teacher could use these designs inside the classroom first by defining the type of
research method he wants to use, and then using the best research design to achieve his
purpose.
7. Of the four types of AR presented – self-study, ethnography, curriculum analysis,

and integrated action- which makes the most sense to you at this stage in your
learning?
Integrated action: To specifically “try out” a teaching method, practice, or approach to

address a concern or to improve student learning, attitude, or motivation.
Methodology: Identify the dilemma or concern. Devise and implement a plan or strategy to
address the issue. Collect data to analyze the success of the plan or strategy. Consider what
has been learned about teaching and learning.
8. Select one sentence from the reading that you would like to highlight and be
ready to give your reasons. Here is mine: “The narrative stories of teachers and
students tell the story of the school in many different, diverse ways, each
reflecting a unique and valuable perspective.” (p. 21)
I discovered that action research is more about improving my abilities as a teacher and, in
turn, improving the lives of my students, than it is about becoming an expert in one specific
area.
If I never examine my work to see what worked and what didn’t, both on a day-to-day basis,
and in the larger spectrum of a year, then I am not teaching well. —Natasha
Si nunca examino mi trabajo para ver lo que funcionó y lo que no, tanto en el día a día, y en el
espectro más amplio de un año, entonces no estoy enseñando bien.
Edwin Mosquera
[email protected]
3146010855
What is AR? What makes a good AR researcher?
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SCHOOL OF LANGUAGES - SEMINARIO INTEGRADO 1

(Taken from p. 9.)

Curiosity, good communicator, ability to work as a team, open-minded, critical way of

Action research is practitioner-based because it arises from the observations made by

 It is a pedagogical tool for reflection that allows us to evaluate our performance as

4. What is understanding from the metaphor the authors describe on p.17? AR is

7. Of the four types of AR presented – self-study, ethnography, curriculum analysis,

Integrated action: To specifically “try out” a teaching method, practice, or approach to

What is AR? What makes a good AR researcher?

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