"I Realized Learning Was Much More Messy Than I Thought": Three Case Studies of Teachers' Action Research Into Creative Engagement

• In Event: Bolstering Social-Emotional Competencies Toward Promoting Educator Well-Being

Abstract

Purpose. This study presents a new networked model to engaging teachers in action research through three case studies of practitioner-led inquiry. Each teacher followed their own curiosity within their unique context to understand if and how the integration of creative practices into classroom teaching and learning nurtures social-emotional, academic, and creative growth.

Perspective. According to Dewey (1933) reflection is paramount in the learning process for learners of all ages, including teachers. Leitch and Day (2000) suggest three reasons why the reflective practice for teachers is essential. First, teaching and learning are complex processes and thoughtful deliberation is necessary to evaluate one’s assumptions and avoid becoming “prisoners of their programs” (as cited in Leitch & Day, 2000, p. 182). Second, engaging in reflective practice can lead to greater self-knowledge of underlying values and beliefs toward personal development. Third, reflective practice can be central to professional growth, generating new knowledge and practice guided by relevant theory in partnership with others inside and outside of the school.

Methods. Teachers were guided across a 6-month period through a deeply reflective action research experience following Pine's (2008) guidance and procedures for action research. Teachers engaged as a cohort, using a state-of-the-art learning management system to create a networked learning experience (Networked Learning Editorial Collective, 2021) stretching across one Pacific Northwest U.S. state.

Data Sources. Teachers followed a step-by-step reflective process, stating assumptions, conducting empathy interviews with students, posing research questions, and collecting qualitative and quantitative data prior to, during, and after integrating creative practice in their classroom. They synthesized their documentation in a final report with new insights to carry forward. We analyzed the teacher data from across this experience as the primary data of interest. Student data was only included in analyses insofar as it was included in the teachers’ documentation, observation, and reflection.

Results. One teacher case identified as female, taught Grade 10 English language arts, and integrated creative practice of mindful mark-making to enhance students’ focus in silent reading and stimulate students’ curiosity, tolerance for ambiguity, and reflection. Another teacher case taught 1st and 2nd grade English Language Learners and integrated 3D sculpting to enhance student vocabulary retention, belonging, creative risk-taking, perseverance, and humor. The third teacher case conducted daily sketching to enhance students’ fine motor skills, metaphorical thinking, and creative and artistic confidence and identity. Across cases, teachers discovered new insights about students’ creativity, social-emotional growth, and academic learning. More importantly, teachers were “blown away” by surprises they discovered, such as the latent creative potential in many unsuspecting students or the areas of their own internal resistance—often based on untested and erroneous assumptions—to give time and effort to creative learning opportunities.

Scholarly Significance. The development of teacher-as-researcher may be pivotal for the social-emotional and creative growth of practitioners who are role models, mentors, and guides to the young people they teach. This study presents a new scalable, networked professional learning model to deep reflective practice with three case studies that illustrate the numerous possibilities for growth that can emerge.

Authors

• Ross C. Anderson, Creative Engagement Lab
  Presenting Author

• Jessica Land, Creative Engagement Lab
  Non-Presenting Author

• Mari Livie
  Non-Presenting Author

• Nate Beard
  Non-Presenting Author