Teacher Action Research

Applications�are�now�being�invited��for 2009-10 Teacher Action Research Scholarship Scheme.��Ten places are available.

Closing date for applications: Friday 15 May 2009

Introduction

Within the current Scottish Teachers for a New Era (STNE) initiative, action research is proposed as a way of reflecting on teaching and learning in the classroom with the aim to improve them. The scholarship scheme provides an opportunity for teachers to investigate new approaches to teaching and how they impact on pupils� learning.

STNE is a partnership initiative involving the University of Aberdeen and partners in local authorities in the North and North-East of Scotland (Aberdeen City, Aberdeenshire, Highland, Moray, Orkney and Shetland). Funded by the Scottish Executive, the Tom Hunter Foundation and the University of Aberdeen, the STNE initiative seeks to support and encourage teachers to become partners in a wider process of change in pupils� education in Scotland. This scholarship scheme is an opportunity for teachers to become involved in a collective process of inquiry, to take forward a professional interest in relation to pupils� learning and to encourage further inquiry in schools.

Successful completion of the course can provide 30 credits that can contribute to MEd or Chartered Teacher qualifications by either automatic credit transfer or by providing the basis for a claim for prior experiential learning.

What is Action Research?

Teacher action research takes place in educational settings. It is a form of systematic, self-reflective inquiry. The intention of engaging in action research is to use evidence to improve practice. Action research can change a school culture and impact positively on school development initiatives.

The person who carries out the action research is a participant within the setting under investigation. Moreover, action research usually involves other participants (for example, pupils, other teachers, parents, or other members of the school community) with the purpose of working together on a shared idea, project or problem.

Rather than being a separate activity, action research should be seen as integral to day-to-day activities in educational settings. Educational contexts are rich in unexpected events and unanswered questions as well as concerns which relate to practice. Systematic investigations into these areas are a way of taking personal questions forward and can be a powerful tool for change within a classroom, a school, at the local level or other educational settings.

Find out more about the research projects of 2 Teacher Action Research Scholars from 2007-08:

Helen Celnik - Kincorth Academy, Aberdeen

Gregor Watson - Glashieburn Primary School, Aberdeen

How does it relate to my role as a teacher?

Questions are often raised by practitioners about appropriate ways to support pupils� learning. Action research provides a structured framework to pursue these queries. The teacher starts by identifying an issue and saying why he/she wants to investigate it.

Examples of common questions include:

How do I design my lessons using the preferred mode of learning of my pupils to enhance their effective learning experience?
How to I engage pupils in self-evaluation techniques to monitor progress in different subject areas?
How do I adapt my teaching to improve the communication practices in my classroom?
What impact does an interactive teaching method have on pupils� learning?
How can I ensure that all pupils have equal opportunities to participate in classroom activities?

By means of the scholarship scheme we aim to provide the conditions for supporting teachers� personal and professional development in this area.

What kind of support do I receive? And how do I benefit from it?

Support will be available up to the value of �700 for each individual scholarship. This amount is divided into:

�500 to pay for the University registration, including tuition, library and computing access.
Up to �200 to support additional expenses incurred by the teacher in the course of the project.

The action research scholarship also entitles the teacher to receive support in the form of research training and collaborative workshops and also being a part of a wider action research network of teachers. Discussions about the individual action research projects and their findings can be shared at conferences where other teachers, trainee teachers and university tutors will get together. Communities of practice consisting of people interested in education can be developed in focused interest areas.

How does it link to STNE?

Scottish Teachers for a New Era (STNE) supports a vision of a community that continuously enquires about the process of learning and develops understanding of education (more details on the partnership initiative and its aims can be found on the STNE homepage at http://www.abdn.ac.uk/stne/). Within this initiative a number of developmental activities have already taken place. These include the reformulation of the Initial Teacher Education programme with an emphasis on understanding learning from various perspectives. The teacher action research programme is another important avenue for participation and contribution to this vision.

Commitments�

As part of the scholarship scheme, participants will be working independently on an investigation of their own choice. Funding is available for projects starting in 2007/8. The specific commitments include the following components.

Develop an evidence-based theory in the chosen area of practice:

The initial proposal should indicate how the project will benefit pupils and how it can support pupils� gains. This can relate to many areas of cognitive and affective skills development, acquisition of values through practice, or simply developing teacher�s understanding of how pupils learn.
Keep a record of evidence at each stage of the action research project.
Produce a brief account of the final outcome of the project. This can also take the form of an essay or a brief article.

Participation in research-related activities:

Participants will be invited to share their projects both formally and informally through workshops and training sessions with colleagues, university staff and other representatives from Local Authorities. This may involve travelling to organised sessions in the appropriate location.
During the course of the study, participants will attend sessions designed to provide formal and personal support. Occasional training sessions covering wider aspects of research will be organised to give participants the opportunity to develop their projects.
Each participant will be encouraged to present their final piece of work to an audience of interested colleagues. This can take the form of a poster or a presentation.