THE TEACHER AS A ACTION

RESEARCHER
PRESENTER :
MARCELITA SANICO
THE TEACHER AS A
ACTION RESEARCHER

What is Action Research?

THE TEACHER AS A
ACTION RESEARCHER

THE TEACHER AS AN ACTION RESEARCHER

It is a research by practitioners,
themselves on their own practice; it is
grounded in the working lives of teachers,
their learners and problems encountered
and experiences Carr and kemmis (1986)
THE TEACHER AS A ACTION
RESEARCHER

Principles of triangulation

The principles of triangulation below show what may be

included in the vignettes/gathering of data (Elliot, 1991),
for action research
THE TEACHER AS A
ACTION RESEARCHER

O B S E RVAT I O N O F I N T E R AC T I O NS

A N A LY S I S O F L E A R N E RS ’ W O R K I N T E RV I E W W I T H L E A R N E RS
THE TEACHER AS A
ACTION RESEARCHER

Ways to improve learning processes

1. structured or semi-structured interview

2. class records
3. audio and video tape recording
4. written and artwork
5. Field notes
6. observation in their classroom, playing field or school canteen
 identify the
problem
evaluate
results
Phase of
gather data
action
Research
action
interpret
on
data
evidence
THE TEACHER AS A ACTION
RESEARCHER

Action Research as Professional Inquiry

Action research is not about learning,
such, why we do certain things but
rather how we can do things better. It is
about how we can change instruction to
impact students.
THE TEACHER AS A
ACTION RESEARCHER

Conclusion
Action research has shown that teachers who plan
with regard to students abilities, needs and who
are flexible while teaching are more effective than
teachers who are tightly focused on behavioral
objectives and coverage of facts.
 “Themes in education” shared that are collegial
instructions and reflections allow teachers to grow
and gain confidence at work.
That’s all
Thank you…..