Action Research as Professional Development

• In Event: Roundtable Session (Wednesday V)
  In Refereed Round-Table Session: Managing complex change: promoting meaningful professional development using action research to support international educational reform

Proposal

Participants will learn how using action research as professional development for pre-service and in-service teachers can promote meaningful learning opportunities that impact student achievement. The traditional model of professional development involves disseminating information to participants but does not always result in meaningful educational practice and significant change in the classroom. (Dana & Yendol-Hoppey, 2003). Carr and Kemmis (1986) refer to action research as theory and knowledge established from research based educational practices. When educators research their own practice, it helps them to understand and solve problems using reflection (Miskovic et al., 2012; Somekh & Zeichner, 2009). Through this process, teachers collaborate in educational research by examining their own problems. They play an active role in the research process to facilitate change based on the new knowledge they create (Carr & Kemmis, 1986). A whole group discussion about the different approaches to professional development will be followed by a discussion about the rationale of moving from a traditional workshop/training structure to an unconventional action research framework for professional development.

Action research is the deliberate and systematic inquiry about teaching and learning that is conducted in school and classroom settings (Cochran-Smith & Lytle, 1993). It moves teachers away from merely being consumers of research to teacher leaders that support educational reform (Myers and Rust, 2003). Through this process, teachers build networks and share their knowledge that provide solutions that have hindered student success. A model based on work conducted by Ellen Meyers & Frances Rust will be shared. This model emphasizes the role of teacher research along with collaborative reflection. Furthermore, shared decision making in regard to classroom resource allocation based on the needs of student achievement is explored. During this portion of the roundtable discussion, a strategy demonstrating collaborative reflection will be presented in terms of its effectiveness in professional development. Specific experiences of the scholars will be referenced to demonstrate the efficacy of action research as professional development.

Authors

• Rebecca Grijalva, Arizona State University

• Ruhi Khan, Arizona State University

• Alejandra Enriquez-Gates, Arizona State University

• Salah Meemar, Saudi Arabia Cultural Mission (SACM)