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ACTION RESEARCH FOR BETTER TRAINING Action Research: Inquiry-based research conducted by trainers that follows a process

of examining existing practices, implementing new practices, and evaluating the results, leading to an improvement cycle that benefits both trainees and trainers. Also known as: practitioner research, teacher research, site-based research, and action science. Action Research refers to  Professionals studying their own practice in order to improve it. 

Applied to training, it involves gathering and interpreting "data" to better understand an aspect of your training that interests or concerns you.  An alternative to trainers who have been encouraged to look to others, rather than to themselves and their trainees, for ways to improve their training.  Action research is an important recent development in the broad territory of "trainers' professional development."

Kurt Lewin Coined the word Action Research ; Research for social management or social engineering in industrial contexts

collect evidence Plan what to do . This is the characteristic of professional organizations: the research act must conform to the obligations of the professional context. monitor and record Carry out plan. and the situations in which the practices are carried out. and this is what is required of training. Real classrooms have to be our laboratories. That is the case for research as a basis for training Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices. Action Research Process: Reflect ± Think about what we want to focus on Plan ± Act ± Observe Observe. This is what we mean by action research. We shall only train better if we learn intelligently from the experience of shortfall. The trainer must diagnose before he prescribes and then vary the prescription. not of researchers. Under such conditions variation of treatment gives a better gross yield attempting to maximise the yield of every individual unit. both in our grasp of the knowledge we offer and of how to offer it. and they are in the command of teachers.Lewin s Action Research Involves a spiral of steps. their understanding of these practices. action and fact-finding about the result of the action Trainer as Researcher: The trainer is like a gardener who treats different plants differently and not like a large-scale farmer who administers standardized treatments to as-near-as possible standardized plants. each of which is composed of a circle of planning. both trainers and trainees are involved in meaningful action and meaningful action cannot be standardised by control or sampled.

trainee reflections n Development of students through CCA personal development Levels of Reflectivity: Level 1 Involves technical application of knowledge and skills in the classroom setting. Level 3 Emphasizes moral and ethical issues of practicality to values and beliefs. . checklists.leadership skills.Reflect Reflect on what has happened to improve further. training materials and acquisition of the key competencies n Classroom management & discipline better trainee behaviour (punctuality. . Reflect on n Training effectiveness better understanding.interdisciplinary efforts .use of alternative assessment n Assessment methodologies tools trainee portfolios. self-esteem.effective use of IT to deliver . reduced disruptions in class. PBL . Level 2 Emphasizes examination of assumptions underlying practice. better attention span) n Use of information technology the content) n Curriculum innovation using Pmodel or similar frameworks eg. grades. peer assessment. attitude towards learning.