Becoming a Teacher Through Action Research Ch 1

Becoming a Teacher Through Action Research Ch 1

The introduction and chapter 1 challenge us to be mindful of our thoughts, feelings, and reactions to the ideas posed by the authors. They implore us to note our disagreements and to connect to our own definitions of teacher, researcher and student. I am noticing thoughts popping into my head. “This seems overwhelming” “Who has time for this in their job?” “The idea of being a teacher and a researcher seems to be contradictory at times.” and many other thoughts. I do consider myself as a lifetime learner and I am trying to attach myself to the idea of being a teacher-researcher.

The authors ask us to consider our own personal paradigms and how they influence our view of the world and in turn our view of education. This is certainly a worthy goal. I like to think that I am a rationalist, with a scientific outlook of the world, and a value for evidence and facts. For these reasons I find myself identifying and feeling more comfortable with the quantitative research. Conversely, qualitative research is more difficult for me to understand. Action Research is more associated with qualitative research and I hope that as this class progresses I will begin to appreciate qualitative research, how it works, and how I can use it in my professional career.

Ch.1 Content Questions:

1. Why is it important to consider our own views of “good” teaching and research in begining action research?
1. Establishing a point of view or opinion on what is “good” as a teacher/researcher gives us goals and standards to aim for. We can establish a framework that we want to find ourselves in as teacher-researchers.
2. Why does context matter to our work as teacher-action researchers?
1. The context in which we teach determines  what, how, and why we teach. I aspire to work in the behavioral areas of special education. This context presents me with students who have needs that often times will be different than those of their peers. Another example of context could be imagining the students one could work with in inner city public schools vs rural private schools.
3. What does it mean to “deconstruct”?
1. Deconstructing is the strategic use of contradictory ideas, looking outside the binary to see what other options may be available to a given problem or system.
4. What is the differences between quantitative and qualitative research?
1. As I understand them, quantitative research relies on measures that can be looked at mathematically. Qualitative research is much more difficult to describe as it can include a mix of multiple methods of looking at and answering a question. In general qualitative research assumes that the “data” will change from time to time, place to place and person to person and thus relies on a different type of inquiry and data collection methods.
5. How does “mixed methods” research differ from action research?
1. Mixed methods uses both quantitative measures as well as qualitative reports in the  same study. The book suggests that action research is often qualitative but then goes on to say that action research is inclusive of data. I am still having a hard time seeing the difference between the two.
6. Define:
1. Self-Study - Preservice teachers examine themselves during the process of becoming a teacher. Looking to find what their beliefs, values, biases etc. may be and how to recognize these and use them to become better teachers.
2. Ethnography-Studying a group of students to find out; who are they? What do they want? How do they learn? Etc.
3. Curriculum analysis-The study of educational curriculum to determine if it is effective at getting students to meet pre determined rubrics of success.
4. Integrated Action Research - This is described as “trying out” a system, plan, etc. on students. Identify an issue, form a plan, implement and analyze the results.

Ch. 1 Process Questions:

1. What contradictions are between your image of “good” teacher and “good” researcher? What do the images have in common? How will you resolve these images as you continue your work?
1. Teachers apply research driven methods and researchers develop those methods after analyzing teacher action, curriculum and students outcomes. My initial thought is that these two roles could be contradictory and difficult to perform both objectively. I am trying to wrap my head around how the roles can coexist in the same person.
2. On the four types of teacher action research discussed - self-study, ethnography, curriculum analysis and design research - which makes the most sense to you at this stage in your learning?  
1. I think I understand self study best right now. The basic concept makes sense to me although I do think it would be a difficult task for me at the present time.