The Teacher-Led Action Research

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The concept of teacher-led action research was established in the early 1970s and it was largely based on Lawrence Stenhouses works. While working at the Centre for Applied Research in Education commonly known as CARE, Stenhouse and his work counterparts conducted a research on curriculum development as well as teacher development.They found out that, there is need to engage in new modes of teaching instructions as well as dissemination of teaching materials. The concept of teacher-led action research was thus developed with a view of dealing with the problem of curriculum development.Stenhouse in his studies stated that curriculum development cannot be achieved without developing the teacher. This concept of teacher-led action was further developed by such scholars as Elliot and others. Elliot in his study defined teacher-led action as a process whereby the practitioners carry out research by themselves with a view of enhancing their practice. According to him, teacher-led action research consists of a series of inquiry, reflection and action (Connelly, He, & Phillion, 2008, 1).

According to a research which was done by Yendol-Hoppey & Dana(2010), teacher-led action research is a process whereby a teachers team attends a day-long school visit where the teaching practices they are interested in bringing to their schools are currently being implemented. The teachers team usually attends a seminar concerning innovation, observes the particular research-based practices as they are unfolded in that school and also liaises with those teachers whom they had observed after students dismisses for briefing purposes.

Pros of teacher-led action research

This concept allows the participating teachers to reflect on their practice and purpose. Teacher-led-action research provides teachers with an opportunity of reinforcing and enhancing their teaching practices. This in turn contributes to effective student learning. Instructional supervision strategy provides the teachers with knowledge concerning the subject matter and on how the students learn. In addition, teachers get to learn the reasons of using a particular instructional strategy. For instance, it is important for teachers to have adequate knowledge concerning reciprocal teaching or cooperative learning strategies before they can use them. The teachers acquire this knowledge from reading books, attending seminars and workshops or by attending classes. Teacher action-led research thus provides the teachers with knowledge and expertise required to effectively work towards enhancing their teaching strategies (Marshall, 2009, 89).

Teacher-led action research plays an important role in monitoring the progress of the students. This concept is ideal as it provides the teachers with knowledge on how to work with one student at a time. The teachers gain knowledge on how to inspire their students to meet the expected standards and also to graduate. The concept also allows the teachers to collaborate effectively with the students and this implies that the teacher is in position to examine the students work. Teacher-led-action research provides the teachers with an opportunity to generate new ideas and skills that helps them to understand the students learning needs (Nolan, Jr., & Hoover, 2008, 214-216).

Teacher action-led research allows teachers to perceive themselves as theorists and researchers as well as practitioner. Action-led research plays an important role of enabling teachers to evaluate and also critique their current practices. After evaluating their own current practices, the teacher moves in an informed and principled way that enables them to achieve their future objectives. The teacher action-led research offers the teachers a chance to reflect their practices and hence prioritize their future practices (Nolan, Jr., & Hoover, 2008, 214-216).

Cons of teacher-led action research

The following are the limitations of teacher-led action research; Teacher led-action research concept does not allow public scrutiny. This concept does not provide people with an opportunity to share problems and identify possible solutions. Hypothesis and ideas are thus not put to the test due to lack of openness of this concept (Marshall, 2009, 65).

Another limitation of teacher action-led research is that it can be ineffective. Usually, the effectiveness of teacher-led action research is based on the human interests and knowledge of the facilitators. Teacher action-led research is characterized by a scenario whereby, the teachers do not have control of the project. Facilitators usually tend to co-opt the practitioners into tackling questions which are externally-formulated and which do have a practical concern for the teachers. This practice thus makes the teacher-led action research to lose its meaning i.e. it makes it not to be regarded as an action research. The facilitator may at times use directive control behaviors and the teachers can only be expected to abide by the facilitators judgments. The teacher in this situation is expected to blindly follow orders. The teachers involvement is also discouraged as a result as most decisions are carried out by the facilitators (Marshall, 2009, 19).

Teacher action-led research is disadvantageous in that, it makes the teachers to blame themselves as a result of breakdowns in constructive classroom interactions. This is common in a situation where the teachers reflect on their own practice without considering their life experiences or the wider social milieu (Glatthorn, Boschee, & Whitehead, 2009, 276-278).

Reference List

Connelly, F, He, M., & Phillion, J. (2008).The SAGE handbook of curriculum and Instruction. Los Angeles, CA: Sage Publications.

Glatthorn, A., Boschee, F, & Whitehead, B. (2009).Curriculum leadership: Strategies for Development and implementation (2nd Ed.). Los Angeles, CA: Sage Publications.

Marshall, K. (2009). Rethinking teacher supervision and evaluation: How to work smart, Build collaboration, and close the achievement gap. Francisco, CA: Jossey-Bass.

Nolan, J., Jr., & Hoover, L. (2008). Teacher supervision & evaluation: Theory into Practice (2nd Ed.). Hoboken, NJ: Wiley.

Yendol-Hoppey, D & Dana, N. (2010). Powerful Professional Development: Building Expertise within the Four Walls of Your School. UK: Corwin Press.

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