Action Research Article - A Physical Education Teacher Perspective

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PEDAGOGY
Action Research as an Agent for

Enhancing Teaching and Learning
in Physical Education: A Physical
Education Teacher’s Perspective
Rosemary Keegan
Abstract
Introduction: Action research is a useful method for implement-
ing change through its spiral of plan, act, observe, and reflect, but
little research has been published on it in the area of physical edu-
cation. The purpose of this intervention was to assess the effective-
ness of action research as an agent of change and its impact on
enhancing my teaching and the learning experience of students in
physical education. This was class-based research, which acted as a
form of CPD to enhance my classroom practice. Method: I adopted
a repeated spiral of plan, act, observe, and reflect to implement in-
cremental changes through critical reflection. Results: Action re-
search was effective in enhancing teaching and the learning of the
students. Discussion: It became a collaborative and empowering
approach between myself and the students, and it lent itself to creat-
ing, sharing, and generating knowledge, thus creating a community
of practice between myself and my colleagues. Conclusion: Action
research is a useful agent of change because it can be tailored to
the needs of the teacher. It should be a compulsory component of
teacher education courses, and it should be considered an essential
skill for lifelong learning for teachers.
Rosemary Keegan is head of secondary physical education, New English School, Kuwait.
Please send author correspondence to rkeegan@neskt.org

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UIFNUPVOEFSTUBOENPSFBCPVUMFBSOJOHJOQIZTJDBMFEVDBUJPOćFZ
XFSFBTLFEBCPVUIPXQIZTJDBMFEVDBUJPOJTBTTFTTFEBOEHSBEFEBOE
JG UIFZ VOEFSTUPPE UIF DSJUFSJB VQPO XIJDI JU JT CBTFE ćFZ XFSF
BTLFEJGUIFZMJLFEUIJTOFXBQQSPBDIUPUFBDIJOHJODMBTT
5P QSPUFDU UIF JEFOUJUJFT PG UIF TUVEFOUT XIFO * SFQPSUFE PO
UIFJOUFSWFOUJPO FBDITUVEFOUXBTBTTJHOFEBQTFVEPOZN,FNNJT

SFJOGPSDFE UIJT DPMMBCPSBUJPO XIFO IF TUBUFE i8F SFRVJSF
QSBDUJDBMSFBTPOJOHUPEFDJEFXIBUUPEP BOEXFSFRVJSFDPMMFDUJWF
QSBDUJDBMSFBTPOJOHBNPOHQFPQMFJOWPMWFEJOBOEBČFDUFECZQSBDUJ
DBMQSPQPTBMTGPSBDUJPOJOPSEFSUPEFUFSNJOFXIBUTIPVMECFEPOFw
Q

262 Action Research

Collection and Analysis of Data
"DUJPOSFTFBSDIJTUFSNFEqualitative research.,PTIZ
TUBU
FEUIBUJUJTXIFSFUIFSFTFBSDIFSCSJOHTBTUPSZUPMJGFćFOFFEGPS
UIFDPMMFDUJPOPGEBUBGSPNBWBSJFUZPGTPVSDFTXBTFNQIBTJ[FECZ
&MMJPU
BOE'FMENBO
XIPBEEFEUIBUNVMUJQMFTUPSJFT
DBOCFUPMEGSPNUIFEBUBDPMMFDUFEBOEUIBUJUJTJNQPSUBOUUIBUUIF
SFTFBSDIFSDBOTVQQPSUBOEEFNPOTUSBUFXIZIJTPSIFSOBSSBUJWFJT
NPSFUSVUIGVMUIBOPUIFSQPTTJCMFJOUFSQSFUBUJPOT*XBOUFEUPQSP
WJEFBSJDIEFTDSJQUJPOPGUIFEBUBJOUIJT *QSPWJEFEBEFUBJMFEEF
TDSJQUJPOPGUIFTFUUJOHT QBSUJDJQBOUT BOEEBUBDPMMFDUJPOBOEBOBMZ
TJTQSPDFEVSFTUPNBLFUIFBDDPVOUNPSFDSFEJCMF $BSMTPO

ćJT BMM DPOUSJCVUFE UP BO BVEJU USBJM UP FOIBODF UP SFMJBCJMJUZ BOE
WBMJEJUZPGUIFĕOEJOHT
* WJEFP SFDPSEFE FBDI PG UIF MFTTPOT NJO
DBQUVSJOH
UIF MFTTPOT BOE DPNNFOUT PG UIF TUVEFOUT BT UIFZ XPSLFE * BMTP
VTFE USJBOHVMBUJPO PG EBUB UP DSPTT SFGFSFODF ĕOEJOHT CFUXFFO NZ
SFĘFDUJPOT UIFWJEFPSFDPSEJOHT BOEUIFEBUBUIFTUVEFOUTQSPWJEFE
'JOBMMZ *VTFENFNCFSDIFDLT QSFTFOUJOHUIFTUVEFOUTXJUIUIFEBUB
UIBU*XSPUFVQ UPDIFDLBOEBUUFTUUPQBSUJDVMBSBTQFDUTPGNZJOUFS
QSFUBUJPOPGUIFEBUB $BSMTPO
*BMTPJOGPSNBMMZFTUBCMJTIFE
a community of practice $P1
JOXIJDI*IBEEJTDVTTJPOTXJUINZ
DPMMFBHVFTUPBSSJWFBUBTIBSFEEFDJTJPO"$P1JTBHSPVQPGQFPQMF
XIPTIBSFBDPODFSOPSBQBTTJPOGPSTPNFUIJOHUIFZEPBOEMFBSO
IPX UPEP JU CFUUFS BT UIFZ JOUFSBDU SFHVMBSMZ 8FOHFS
ćJT
IFMQFE UP EFWFMPQ BHSFFNFOUT BCPVU UIF JEFBT VOEFS EFWFMPQNFOU
TP*DPVMEBSSJWFBUBNVUVBMVOEFSTUBOEJOHPGXIBUUPEP ,FNNJT

$SJUJDBMSFĘFDUJPOJTBOJOUFHSBMQBSUPGUIFQSPDFTTUPIFMQXJUI
UIF EFWFMPQNFOU PG FEVDBUJPOBM WBMVFT BOE UIFPSFUJDBM JOTJHIUT
&MMJPU .D/JČ
ćJT JOEFQUI SFĘFDUJPO DPOUSJCVUFE
UPNF UIFSFTFBSDIFS
CFJOHBXBSFPGNZPXOLOPXJOHćJTXBT
JNQPSUBOUUPNFCFJOHBXBSFPGIPX*QSPEVDFEBOEQSFTFOUFESFBM
JUZBOEPGIPX*FYQMJDBUFENZQFSTPOBMQSPDFTTPGLOPXJOHJOUIF
UFYU*UBMTPIJHIMJHIUFEUIFJNQPSUBODFPGCFJOHTVCKFDUJWFBOEHBWFB
EFFQFSVOEFSTUBOEJOHPGUIFDPOUFYUJOXIJDI*XPSLFE )FJLLJOFO
)VUUVOFO 4ZSKÊMÊ
*BEPQUFEUIFQSBDUJDFPGDSJUJDBMSFĘFD
UJPOJONZXPSL BOEJOEFTDSJCJOHNZSFĘFDUJPOT *FOEFBWPSFEUP
CFJODMVTJWFBOEIPMJTUJD XIFSFJO*UPPLQSPGFTTJPOBMSFTQPOTJCJMJUZ
Keegan 263
GPSUIFXIPMFPVUDPNFJODMVEJOHVOXBOUFEPSVOQMBOOFETJEFFČFDUT
'FMENBO )FJLLJOFOFUBM

5PBTTJTUJOUIFWFSBDJUZPGUIFEBUB *MPPLFEUP#SBVOBOE$MBSLF

XIPQSPWJEFEBDPNQSFIFOTJWFHVJEFUPUIFUSFBUNFOUBOE
BOBMZTJTPGRVBMJUBUJWFEBUB4FF5BCMFćFZSFDPNNFOEFEVTJOH
UIFNBUJDBOBMZTJT XIJDIUIFZEFTDSJCFEBTiBNFUIPEGPSJEFOUJGZ
JOH BOBMZ[JOHBOESFQPSUJOHQBUUFSOT UIFNFT
XJUIJOEBUBw #SBVO
$MBSLF Q
"UIFNFJTiTPNFUIJOHJNQPSUBOUBCPVUUIF
EBUBJOSFMBUJPOUPUIFSFTFBSDIRVFTUJPO BOESFQSFTFOUTTPNFMFWFMPG
QBUUFSOFESFTQPOTFPSNFBOJOHXJUIJOUIFEBUBTFUw #SBVO$MBSLF
Q
2VBMJUBUJWF SFTFBSDIFST UFOE UP BOBMZ[F UIFJS EBUB JO
EVDUJWFMZ #PHEBO#JMLFO #SBVO$MBSLF
ćJTJTiB
QSPDFTTPGDPEJOHUIFEBUBXJUIPVUUSZJOHUPĕUJUJOUPBQSFFYJTUJOH
DPEJOHGSBNFw #SBVO$MBSLF Q
*TPVHIUUPFOTVSFUIBU
UIFTUVEZXPVMEJODMVEFBDMFBSBOEEFUBJMFEEFTDSJQUJPOPGIPXBOE
XIZEBUBXFSFDPMMFDUFE XIBUDPVOUTBTEBUB BOEIPXUIFWBSJPVT
BDDPVOUTXFSFDPOTUSVDUFEGSPNUIFEBUB 'FMENBO

Table 1
Phases of Thematic Analysis
Phase Process Description
1 %BUB'BNJMJBSJ[BUJPO 5SBOTDSJCJOHEBUB SFBEJOHBOESF
SFBEJOHEBUBBOEOPUJOHJOJUJBMJEFBT
*OJUJBM$PEF(FOFSBUJPO $PEJOHJOUFSFTUJOHGFBUVSFTBOEDPM
MBUJOHEBUB
3 4FBSDIJOHGPSćFNFT $PMMBUJOHDPEFTJOUPQPUFOUJBMUIFNFT
3FWJFXJOHUIFNFT $IFDLJOHJGUIFNFTXPSL HFOFSBUJOH
BUIFNBUJDNBQ
%FĕOJOHBOEOBNJOH 3FĕOFUIFTQFDJĕDTPGFBDIUIFNFBOE
UIFUIFNFTPWFSBMMTUPSZ HFOFSBUJOH
DMFBSEFĕOJUJPOTGPSUIFNFT
1SPEVDJOHUIFSFQPSU 'JOBMBOBMZTJT FYUSBDUTFMFDUJPO
SFMBUFEUPSFTFBSDIRVFTUJPOTBOE
literature
Note. "EBQUFEGSPNi6TJOHćFNBUJD"OBMZTJTJO1TZDIPMPHZ wCZ7#SBVO
BOE7$MBSLF Qualitative Research in Psychology, 3,Q
264 Action Research

Stages of Data Analysis
-JLFUIFTQJSBMTPGQMBO BDU PCTFSWF BOESFĘFDU UIFBOBMZTJTPG
EBUB UPPL QMBDF PO NBDSP BOE NJDSP MFWFMT ćF NBDSP MFWFM UPPL
QMBDFPOUIFJOUFSWFOUJPOBTBXIPMF BOEUIFNJDSPMFWFMUPPLQMBDF
BUUIFFOEPGFBDIMFTTPOGSPNUIFEBUBDPMMFDUJPOUPPMT
*O1IBTF *DPMMFDUFEUIFEBUBBOEGBNJMJBSJ[FENZTFMGXJUIJU
*USBOTDSJCFEUIFEBUBDPMMFDUFEGSPNUIFJOJUJBMJOUFSWJFXTXJUIUIF
TUVEFOUT *SFBEBOEBOBMZ[FEUIFXSJUUFONBUFSJBMGSPNUIF48-#T
*SFWJFXFENZOPUFTBOENZPCTFSWBUJPOTJONZQPTUMFTTPOBQQSBJT
BM BOE*TUVEJFEUIFDPNNFOUTSFDPSEFEEVSJOHUIFDPVSTFPGFBDI
MFTTPO*SFWJFXFEUIFWJEFPSFDPSEJOHTPGNZTFMGBOEUIFTUVEFOUT
#SBVOBOE$MBSLF
UFSNFEUIJTQIBTFiGBNJMJBSJ[BUJPOXJUIUIF
EBUBw
*O1IBTF *TZTUFNBUJDBMMZDPEFEBMMUIFNBUFSJBMTP*DPVMEBD
DFTTJUFBTJMZBOEHSPVQJUBDDPSEJOHMZćFZUFSNFEUIJTiHFOFSBUJOH
JOJUJBMDPEFTw4FF5BCMFGPSBTBNQMF*DPEFEFBDITUBUFNFOUJONZ
ĕFMEOPUFT UIFBOTXFSTUPRVFTUJPOTJOUIF48-#T UIFBOTXFSTUP
UIF RVFTUJPOT * QPTFE BCPVU NZ PXO QFSGPSNBODF GSPN UIF WJEFP
SFDPSEJOHT BOENZPCTFSWBUJPOTPGUIFQFSGPSNBODFPGUIFTUVEFOUT
JOUIFWJEFPSFDPSEJOHT%BUBXFSFDPEFECZTPVSDFBOETVCKFDU FH
SFMBUJOH UP UIF UFBDIFS <5> QSPWJEFE UISPVHI UIF WJEFP SFDPSEJOH
<7> SFMBUFEUPQMBOOJOH<1>

*O1IBTF PODFBMMQJFDFTPGEBUBIBWFCFFODPEFE BTJO5BCMF
UIFOUIFEBUBOFFETUPCFBOBMZ[FE%BUBXJUIMJLFDPEJOHJTUIFO
HSPVQFE UPHFUIFS ćF QVSQPTF PG UIF BOBMZTJT PG EBUB JT UP iMPPL
GPSQBUUFSOTPGNFBOJOHBOEJTTVFTPGQPUFOUJBMJOUFSFTUJOUIFEBUBw
#SBVO$MBSLF Q
*ESFXEJBHSBNTMJOLJOHUIFDPOUFOU
PGUIFUSBOTDSJQUTUPUIFJOJUJBMUIFNFTJEFOUJĕFE#SBVOBOE$MBSLF

UFSNFE UIJT iTFBSDIJOH GPS UIFNFTw ćFZ TUBUFE UIBU UIFSF
XBT B OFFE UP TFBSDI BDSPTT B EBUB TFU BMM UIF EBUB DPMMFDUFE
BOE
ĕOESFQFBUFEQBUUFSOTPGNFBOJOHćFNBUJDBOBMZTJTJTBNFUIPEPG
JEFOUJGZJOH BOBMZ[JOH BOESFQPSUJOHQBUUFSOTXJUIJOEBUB #SBVO
$MBSLF
*OFFEFEUPBDDPVOUGPSBOZPUIFSUIFNFTUIBUDPVME
IBWFFNFSHFEBTEBUBXFSFDPEFE SFDIFDLFE BOEDSPTTDIFDLFETP
VOFYQFDUFE PVUDPNFT XPVME CF JEFOUJĕFE BOE QSFTFOUFE * HFOFS
BUFEJOJUJBMDPEFTTP*DPVMEXPSLGVSUIFSXJUIUIFEBUB
Keegan 265
Table 2
Coding of Data Prior to Analysis
4VCKFDUPG%BUB
5FBDIFS5
4UVEFOU4
4PVSDFPG%BUB
Video = V
4UVEFOUT8FFLMZ-PH#PPL48-#
'JFME/PUFT'/
1SFJOUFSWFOUJPO*OUFSWJFXT1S*
1PTUJOUFSWFOUJPO*OUFSWJFXT1P*
ćFNFTBOE$PEFT
(SFBUFS%FUBJMTBOE&OIBODFE1MBOOJOH1
3FĘFDUJOHPO-FTTPOTUP%JSFDU'VUVSF-FBSOJOH3
%BUBPO'FFECBDL'C
%BUBPO0CTFSWBUJPOT0
%BUB3FMBUJOHUP'PDVT'
4IBSFE3FTQPOTJCJMJUZGPS-FBSOJOH43
-FBSOJOH*OUFOUJPOT-*
4IBSFE-FBSOJOH4-
4BNQMF
i*OFFEUPQMBOUIFRVFTUJPOTNPSFDBSFGVMMZw%BUB
4VCKFDU
5FBDIFS
4PVSDF
3FDPSEFEJOĕFMEOPUFT
ćFNF%BUB3FMBUFEUP1MBOOJOH
$PEF 5'/1
*O1IBTF *MPPLFEGPSPUIFSUIFNFTPSQBUUFSOTUIBUDPVMEIBWF
FNFSHFEGSPNUIFEBUBBOESFWJFXFEBOEDSPTTDIFDLFEUIFJOJUJBM
DPEJOH BOE UIFNFT UP TFF XIBU FMTF XBT FNFSHJOH GSPN UIF EBUB
#SBVOBOE$MBSLF
UFSNFEUIJTiSFWJFXJOHUIFNFTw*SFWJFXFE
UIFUIFNFTDPOTUBOUMZBTUIFBDUJPOSFTFBSDIQSPKFDUFWPMWFE
266 Action Research

*O1IBTF *JOUFSQSFUFEBOENBEFTFOTFPGUIFĕOEJOHTUISPVHI
DPOTUBOUSFWJFX#SBVOBOE$MBSLF
UFSNFEUIJTiEFĕOJOHBOE
OBNJOH UIFNFTw 0WFS UJNF * EFĕOFE BOE OBNFE WBSJPVT UIFNFT
GSPNUIFEBUB
*O1IBTF *EFDJEFEXIJDIFYUSBDUTUIBUXPVMECFQFSUJOFOUUP
UIFĕOEJOHTPGUIFTUVEZ SFGFSSJOHCBDLUPUIFBJNTPGUIFJOUFSWFO
UJPOBOEPUIFSJTTVFTPGOPUFUIBUFNFSHFEGSPNUIFEBUB UPQSPEVDF
UIFĕOBMSFQPSU#SBVOBOE$MBSLF
UFSNFEUIJTiQSPEVDJOHUIF
SFQPSUw*VOEFSTUPPEUIBU*OFFEFEUPMJWFXJUIDPNQMFUFPQFOOFTT
BOEJOBTUBUFPGVODFSUBJOUZ "UUBSE
BOECZDPOTDJPVTMZNPW
JOHUPUIJTNFOUBMTUBUF *BMMPXFENZTFMGUPi<PQFO>VQOFXQPTTJCJMJ
UJFTGPSBDUJPOw &MMJPU Q )FJLLJOFOFUBM Q ). This
TUBUFPGVODFSUBJOUZJTBQPTJUJWFBOEOFDFTTBSZQBSUPGBTFMGSFĘFDUJWF
TUVEZ "UUBSE
"OJNQPSUBOUBTQFDUPGUIFTUVEZJTUIFJOUFSBD
UJWFEJTTFNJOBUJPOPGĕOEJOHTGPSDSJUJDBMTDSVUJOZBOEQSPGFTTJPOBM
EFCBUF &MMJPU 'FMENBO )BMUPO .D/JČ

ćJTTIBSFETDSVUJOZJTJNQPSUBOUUPSFBDIJOHBNVUVBMVOEFSTUBOE
JOHBOEVOGPSDFEDPOTFOTVT ,FNNJT
JOUIFĕOEJOHT*QSF
TFOUFENZJOJUJBMĕOEJOHTUPNZDPMMFBHVFTGPSEFCBUFBOETDSVUJOZ
CFGPSFĕOBMJ[JOHUIFN8FEJEUIJTBTQBSUPGPVSEFQBSUNFOUBM$1%
ćJTHBWFNFBOPQQPSUVOJUZUPEFCBUFUIFJTTVFTUIBUBSPTFBOEUP
BMMPXPUIFSTUPHJWFUIFJSJOUFSQSFUBUJPOTPGBQQSPBDIFTBOEĕOEJOHT
ćJTJTBOFNQPXFSJOHQSPDFTT BOE*HSFXJODPOĕEFODFBTBSFTVMU
BOEXBTMFTTJOUJNJEBUFEUPQSFTFOUBOEEJTDVTTNZĕOEJOHT
ćFTFEBUBXFSFUIFOHBUIFSFEVOEFSUIFWBSJPVTIFBEJOHTBOE
SFWJFXFEBOESFĘFDUFEVQPOXFFLMZ4PNFEBUBXFSFBMTPBTTJHOFE
UPUXPHSPVQTJGUIFJOGPSNBUJPOBČFDUFEUIFEFWFMPQNFOUPGUIFNFT
"OBMZTJT PG EBUB XBT B DPNQMFY QSPDFTT UIBU CMFOEFE JO XJUI
UIFDPOTUBOUTQJSBMPGPCTFSWJOH QMBOOJOHBOBDUJPO JNQMFNFOUJOH
UIFQMBO PCTFSWJOHUIFQMBOJOBDUJPO SFĘFDUJOHPOUIFBDUJPO BOE
EFTJHOJOHUIFOFYUQIBTFPGUIFQMBOPGBDUJPOBT,PTIZ
EF
TDSJCFE
Results
"DUJPOSFTFBSDIJTEFTDSJCFEBTiUBLJOHBDUJPOUPJNQSPWFTPNF
UIJOHJOZPVSQSBDUJDF BOEBMTPBCPVUSFTFBSDIJOHUIFBDUJPO XIJDI
NFBOT JOWFTUJHBUJOH XIBU ZPV BSF EPJOH BOE PČFSJOH EFTDSJQUJPOT
BOEFYQMBOBUJPOTGPSXIZZPVBSFEPJOHJUw .D/JČ Q
.Z
ĕOEJOHT GSPN UIJT TUVEZ SFĘFDU UIF FČFDU PG DPNQMFUJOH BO BDUJPO
Keegan 267
SFTFBSDITUVEZPONZUFBDIJOHBOEPOUIFMFBSOJOHFYQFSJFODFPGNZ
TUVEFOUT*GPVOEUIFTQJSBMOBUVSFPGBDUJPOSFTFBSDIXBTFČFDUJWFJO
NBLJOHBTNPPUIUSBOTJUJPOGSPNNZEJSFDUUFBDIJOHTUZMFUPBNPSF
EFNPDSBUJDBQQSPBDIXJUIBTIBSFESFTQPOTJCJMJUZGPSMFBSOJOH BTUIF
DIBOHFTUIBUIBQQFOFEXFSFJODSFNFOUBM*GPVOEUIJTQSPDFTTXBT
TUSVDUVSFEBOEĘFYJCMF
"TQBSUPGUIFNJDSPTQJSBMT FBDIXFFLNBOZJODSFNFOUBMDIBOH
FTXFSFJNQMFNFOUFEUPFOIBODFUIFUFBDIJOHBOEMFBSOJOHFYQFSJ
FODFPGUIFTUVEFOUT4FF5BCMFGPSBTBNQMFBTBDUJPOTJOUSPEVDFE
UPNJUJHBUFBHBJOTUDPODFSOTBTUIFZXFSFJEFOUJĕFEćFTFXFSFUSJFE
BOEBOBMZ[FEUPFTUBCMJTIJGUIFJSFČFDUTXFSFQPTJUJWF
Table 3
Sample of Issues Identified and Addressed
Spiral of critical reflection Incremental change planned,
Week identified acted, observed, and reflected
.PSFTUVEFOUJOWPMWFNFOUJO 4UVEFOUTUPUBLFNPSFSFTQPOTJ
MFTTPOT MFTTUFBDIJOHJO CJMJUZGPSMFBSOJOH VTJOHEJTDVT
TUSVDUJPO NPSFFOHBHFNFOU TJPOBOETIBSJOH
-FTTPOPQFOFSBOEEJTDVT &OIBODFEQBDJOHPGMFTTPO NPSF
TJPOUPPMPOH UJNFGPSQIZTJDBMBDUJWJUZ
3 1SFTFOUBUJPOPGXSJUJOH 1SFQBSFEMFBSOJOHJOUFOUJPOTBOE
OFFETUPCFFOIBODFE BTTFTTNFOUDSJUFSJBJOBEWBODF
BOEVOGPMEFEPOĘJQDIBSUUP
FOIBODFQSFTFOUBUJPO
5PPNBOZUFBDIJOHQPJOUT 3FEVDFUIFOVNCFSPGQPJOUTPG
GPSTUVEFOUTUPSFNFNCFS GPDVTUP
and recall
5JNFUPPMJNJUFEGPSUIF "MMPXNPSFUJNFGPSHSPVQEJT
student discussion DVTTJPOUPBDIJFWFHPBMTCFUXFFO
students
4UVEFOUTHFUUJOHCPSFEXJUI $IBOHFUIJTGPSNBUPGQMFOBSZ
XSJUJOHJO48-# BOEEBUBDPMMFDUJPOUPWJEFP
UBQFEPSBMRVFTUJPOJOH
/PUFOPVHIPQQPSUVOJUZGPS 4UVEFOUTMFBEUIFXBSNVQBOE
students to take lead role in DPPMEPXOTBOEVTFNPSFTUV
class EFOUTUPEFNPOTUSBUFHPPETLJMMT
11 "MMPXNPSFTUVEFOUTUP "MMPXFENPSFUJNFGPSTUVEFOUT
NBLFEFDJTJPOTJODMBTT UPQMBOUBDUJDTJOUIFJSHBNFT
268 Action Research
"TQBSUPGUIFNBDSPTQJSBMPGJNQMFNFOUJOHBDUJPOSFTFBSDIPWFS
UIFJOUFSWFOUJPOJOUPNZQSBDUJDF UIFGPMMPXJOHĕOEJOHTXFSFTJH
nificant.
The impact of completing an action research study on myself
and the students
ćFSFXFSFNBOZCFOFĕUTUPVTJOHBDUJPOSFTFBSDI BOE*QSFTFOU
UIFTFJO5BCMFćFTFJODMVEF B
UIFSPMFPGBDUJPOSFTFBSDIJO$1%
C
UIFSPMFPGUIFUFBDIFSBTBDUJPOSFTFBSDIFS D
UIFHFOFSBUJPOPG
LOPXMFEHFBOEOFXQSBDUJDFT E
BDUJPOSFTFBSDIBTBDPMMBCPSBUJWF
QSBDUJDF BOE F
UIFMPOHUFSNFČFDUTPGVTJOHBDUJPOSFTFBSDI
Role of action research in CPD.*SFBEFYUFOTJWFMZCFGPSFTUBSU
JOH UIJT JOUFSWFOUJPO UP MFBSO BT NVDI BT * DPVME BCPVU BDUJPO SF
TFBSDI*OJNQMFNFOUJOHUIJTJOUFSWFOUJPO *CFDBNFBNPSFSFĘFD
UJWFUFBDIFSBOEMFBSOFEIPXUPDPMMFDUEBUB XIBUUPPMT*DPVMEVTF
BOEIPXUPVTFUIFTFUPPMFČFDUJWFMZUPQSPWJEFJOGPSNBUJPO OPUPOMZ
POUIFTUVEFOUTQFSGPSNBODFCVUBMTPBCPVUNZPXOćJTHBWFNF
UIFDPOĕEFODFUPEFWFMPQNZSFTFBSDITLJMMTTP*DPVMEDPOĕEFOUMZ
QSPEVDFBOEBSUJDVMBUFBiSJDIEFTDSJQUJPOwPGNZĕOEJOHTćFNPTU
FOMJHIUFOJOHEBUBDPMMFDUJPOUPPMGPSNFQFSTPOBMMZXBTUPSFWJFXNZ
QSBDUJDFDSJUJDBMMZGSPNUIFWJEFPSFDPSEJOHTPGNZMFTTPOT*IBEOPU
EPOFUIJTTJODFNZUFBDIFSUSBJOJOHEBZT*BHSFFXJUI.JMMT

UIBUBDUJPOSFTFBSDIJTBCPVUEFWFMPQJOHUIFQSPGFTTJPOBMEJTQPTJUJPO
PGUIFUFBDIFSBOEFODPVSBHJOHUIFUFBDIFSUPCFBDPOUJOVPVTMFBSO
FS*SFDPSEFEJONZĕFMEOPUFT 8FFL

* IBWF XPSLFE IBSE UP EFWFMPQ NZ LOPXMFEHF BOE

VOEFSTUBOEJOH PG BDUJPO SFTFBSDI BOE JU IBT HJWFO NF UIF
DPOĕEFODF UP DIBMMFOHF UIF XBZ UIBU * UFBDI BOE JU IBT
IJHIMJHIUFEGPSNFUIFJNQBDUPGVTJOHDSJUJDBMSFĘFDUJPOUP
FOIBODFNZQFSGPSNBODF 5'/3
ćJTSFOFXFEDPOĕEFODFJONZBCJMJUZUPSFĘFDUDSJUJDBMMZBOEĕOE
TPMVUJPOTXBTBQSPDFTTPGQSPGFTTJPOBMFOHBHFNFOUBOESFOFXBM
Keegan 269
Table 4
Results of the Intervention
Themes Effect on the teacher Effect on the student
The role of action ćJTJOUFSWFOUJPOTIBTBMUFSFENZBQQSPBDIUP ćFTUVEFOUTCFOFĕUFECZ
SFTFBSDIJO$1% $1%JOUIFGPMMPXJOHXBZT 1. #FJOHJOWPMWFEJOBOJOUFSWFOUJPO GPSXIJDI
1. .ZLOPXMFEHFBOEVOEFSTUBOEJOHPGBD UIFZDPOUSJCVUFEUPJUTEFTJHOBOEPVUDPNF
UJPOSFTFBSDIBOETFMGEJSFDUFEMFBSOJOHIBT ćFDIBOHFTJOQSBDUJDFTUIBUXFSFJOUSP
increased. EVDFEXFSFEJSFDUMZSFMFWBOUUPUIFJSOFFET UP
*CFDBNFBNPSFSFĘFDUJWFBOEDSJUJDBM FOIBODFUIFJSMFBSOJOHFYQFSJFODF
teacher. 3. ćFDIBOHFTCFJOHJOUSPEVDFEXFSFHSBEVBM
3. *CFDBNFNPSFDPOĕEFOUBOEBTTVSFEJO BOEBQQMJDBCMFUPUIFJSDPOUFYUBOEFOWJSPO
JEFOUJGZJOHXIBU*XBOUFEGSPNNZUFBDIJOH NFOU
*IBWFEFWFMPQFEUIFTLJMMTGSPNBDUJPOSF
TFBSDIUPQMBOGVUVSFDPOUFYUVBMJ[FE$1%PG
CFOFĕUUPNZOFFETBOEUIBUPGNZTUVEFOUT
*UJTBĘFYJCMFBQQSPBDIBOEJOUSPEVDFTJODSF
NFOUBMDIBOHFTUPBOFYJTUJOHFOWJSPONFOU
Action Research
MFTTFOJOHUIFiGFBSPGDIBOHFw
.ZDPMMFBHVFTCFOFĕUFECZNZTIBSJOHNZ
LOPXMFEHFBOEĕOEJOHTBOEEFWFMPQJOHB
DPNNVOJUZPGQSBDUJDF
270
271
Table 4 (cont.)
The role of *XBTBCMFUPEFTJHO$1%UIBU ćFTUVEFOUTCFOFĕUFECZUIFUFBDIFS
Keegan
the teacher 1. 8BTSFMFWBOUUPNZOFFETBOEUIFOFFETPG 1. "MSFBEZCFJOHGBNJMJBSXJUI BOEUSVTUJOHPG
as action NZTUVEFOUT UIFUFBDIFSQFSTPOJOJUJBUJOHBOEJNQMFNFOU
researcher "MMPXFENFUPVTFJOTJEFSJOGPSNBUJPOPO JOHDIBOHF
DVMUVSF DVSSJDVMVN TDIPPMQPMJDZ BOETUV 3FEVDJOHUIFUJNFBUUIFTUBSUPGUIFJOUFSWFO
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3. "MMPXFENFUPEFBMTXJęMZXJUIBOZVOBOUJDJ 3. #FJOHNPSFNPUJWBUFEUPQBSUJDJQBUFXJUIB
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DIBOHFBOEOPUBEJSFDUPSPGDIBOHF NBLJOH
JUNPSFBDDFQUBCMFUPTUVEFOUT
ćFHFOFSBUJPOPG *EFWFMPQFEUIFDPOĕEFODFBOEUIFTLJMMUP ćFTUVEFOUTCVJMUUIFJSDPOĕEFODFBOE
LOPXMFEHFBOE 1. "SUJDVMBUFBOEFYQSFTTUIFLOPXMFEHFBCPVU LOPXMFEHF
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*EFOUJGZOFXQSBDUJDFTBTBXBZGPSXBSEBOE #FJOHJOWPMWFEJONFNCFSDIFDLJOH GPS
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3. 3FDPHOJ[FEFCBUFBTBQPTJUJWFFYDIBOHFPG 3. #ZUSZJOHOFXXBZTPGEPJOHUIJOHTJODMBTT
WJFXTCZDPMMFBHVFTBOEOPUUPCFUISFBUFOFE
CZDSJUJDJTNT
Table 4 (cont.)
Greater detail and .ZBQQSPBDIUPQMBOOJOHDIBOHFE*UCFDBNFGBS ćFTUVEFOUTCFOFĕUFEGSPNUIJTJOUIFGPMMPXJOH
FOIBODFEQMBO NPSFSJHPSPVT XBZT
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BOEDPOUFOUXBTCBTFEPOUIFBOBMZTJTPGUIF $MFBSFSBTTFTTNFOUDSJUFSJB
QSFWJPVTMFTTPO 3. 0QFOBOEEJČFSFOUJBUFERVFTUJPOJOHUPTVJU
ćFMFBSOJOHJOUFOUJPOTBOEBTTFTTNFOUDSJUF BMMBCJMJUJFT
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3. "UFBDIJOHTUSBUFHZXBTBEPQUFEXJUIHSFBUFS
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Action Research
teacher to en sons.
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*NQSPWFETUVEFOU 1. (SFBUFSDMBSJUZBCPVUUIFMFBSOJOHJOUFOUJPOT
focus in lessons BOEBTTFTTNFOUDSJUFSJB
VTJOHPCTFSWB *EFOUJGZBSFBTJOXIJDIUIFZBSFUIFZBDIJFW
UJPOBOESFĘFD JOHBOEJOXIJDIUIFZIBWFXFBLOFTTFT
tion 3. *EFOUJGZJOHBSFBTGPSGVSUIFSJNQSPWFNFOU
272
Table 4 (cont.)
273
*NQSPWFEGPDVT *BDIJFWFEUIJTCZ ćJTCFOFĕUFEUIFTUVEFOUTCZ
Keegan
EVSJOHUIF 1. 1SFTFOUJOHUIFMFBSOJOHJOUFOUJPOTBOEBTTFTT 1. ,FFQJOHUIFNPOUBTL
lessons NFOUDSJUFSJBBUUIFTUBSUPGFWFSZMFTTPO &ODPVSBHJOHNPSFEJTDVTTJPOBNPOHUIF
&ODPVSBHJOHTUVEFOUTUPVTFUIFNUISPVHI students.
out the lessons to assess one another. 3. (JWJOHUIFNHSFBUFSPXOFSTIJQPGUIFJSMFBSO
JOH
$PMMBCPSBUJOH "EPQUJOHBNPSFJODMVTJWFBOEJOWPMWFEMFBSOJOH ćFTUVEFOUTCFOFĕUFECZ
BOETIBSJOHUIF TUSBUFHZFOTVSFEUIBU 1. #FJOHNPSFPQFOUPDIBOHFBTUIFZGFMUUIFZ
SFTQPOTJCJMJUZ 1. *EFWFMPQFENZMJTUFOJOHTLJMMTBOEJOWJUFE IBETPNFPXOFSTIJQPGUIFQSPDFTT
GPSMFBSOJOH UIFTUVEFOUTUPDPOUSJCVUFUIFJSPQJOJPOT 5BLJOHBNPSFNBUVSFBQQSPBDIUPUIFJS
.ZSFMBUJPOTIJQXJUIUIFTUVEFOUTXBTFO MFBSOJOHBOEUIBUPGUIFJSQFFST
IBODFEBTXFDPMMBCPSBUFEPOXBZTUPFO 3. %FWFMPQJOHUIFJSDPOĕEFODFUPUFMMUIFJS
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-POHUFSNFČFDU 1. $POĕEFODFJODSFBTFEUPDBSSZPVUBDUJPO 1. &OIBODFEMFBSOJOHFYQFSJFODF
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research MFBSOJOH 3. 6OEFSTUBOEJOHPGUIFVTFUIFDZDMFPGQMBO
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the school. #FUUFSVOEFSTUBOEJOHPGQSBDUJDFBOEQVSQPTF
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BNPOHTUBČ
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*PCTFSWFE
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action research study.
Generation of knowledge and new practices. 6TJOH BDUJPO
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274 Action Research

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learningTUSBUFHZ*HFOFSBUFELOPXMFEHFPOIPXUPDPMMFDUSJDIEBUB
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SFTVMUFEJONFFTUBCMJTIJOHBTUSVDUVSFEBOEPSHBOJ[FEQSPHSBNPG
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field notes,
ćJTTUVEZJTIFMQJOHNFUPNBLFBDPODFSUFEFČPSUUPGPDVT
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Improved student focus in lessons. ćFMFBSOJOHJOUFOUJPOTBOE

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TUVEFOUTFOKPZFEUIFGPDVTBUUIFTUBSUPGUIFMFTTPOćFZXFSFFBHFS
UPFOHBHFJOBOTXFSJOHUIFRVFTUJPOTBOEUBLJOHQBSUJOUIFEFNPO
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'PVSUFFOPGUIFTUVEFOUTTUBUFEJO
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.VOFFSB TBJE i*U IFMQFE
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Keegan 275
SFNFNCFSXIFOXFXFOUPVUTJEFw 41P*'
"DUJPOSFTFBSDIVTFTB
TUSPOHFNQIBTJTPOPCTFSWBUJPOBOESFĘFDUJPO BOEUIJTCFDBNFQBSU
PGUIFTUVEFOUMFBSOJOH'SPNUIF48-#JO8FFL 3FFNBEWJTFE
IFSQBSUOFSiUPLFFQIFSMFHTTUSBJHIUw 448-#0'C
BOE'BUJNB
BEWJTFEIFSQBSUOFSiUPIPMEIFSCBMBODFGPSTFDPOETw 448-#0
'C
.BSJBNBOE;BJOCPUITUBUFEUIBUUIFZMFBSOFEGSPNPCTFSWJOH
UIFNJTUBLFTUIFJSQBSUOFSTNBEFBOEUIBUUIJTIFMQFEUIFNUPBWPJE
NBLJOHUIFTBNFNJTUBLFT 41P*3

$PNQMFUJOHUIF48-# UIFTUVEFOUTSFWJTJUFEUIFMFBSOJOHJOUFO
UJPOT BOE BTTFTTNFOU DSJUFSJB BU UIF FOE PG UIF MFTTPO BOE HSBEFE
UIFJSQFSGPSNBODFBHBJOTUUIFN
The reflective teacher. "DUJPO SFTFBSDI SFĘFDUJPO PDDVST BT
4DIÚO
EFTDSJCFE iAPOBDUJPO XIFSF XF SFĘFDU PO BDUJPO
UIJOLJOHCBDLPOXIBUXFIBWFEPOFJOPSEFSUPEJTDPWFSIPXPVS
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VTFEUIFEBUBDPMMFDUFEUPNBLFDIBOHFTXJUIJONZMFTTPOT*SFDPSE
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NFOU DSJUFSJB BT JU XBT UPP NVDI GPS TUVEFOUT UP SFDBMMw 5'/1

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* NVTU FOTVSF UIBU JO OFYU MFTTPO TIF HFUT NPSF JOWPMWFE
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Collaborating and sharing the responsibility for learning."DUJPO

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CFUXFFO UFBDIFST BOE BDBEFNJDT 'VMMBO .JTLPWJD )PPQ

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276 Action Research

TUVEFOUTBTDPMMBCPSBUPSTJOUIJTTUVEZXBTDSJUJDBMUPUIFJNQMFNFO
UBUJPOPGUIFTUSBUFHZBOEUIFPVUDPNFPGUIFTUVEZ #SZEPO.JMMFS
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.D/JČ

Challenges in Using Action Research
5XPPGUIFNBKPSDIBMMFOHFTUPVTJOHBDUJPOSFTFBSDIUIBU*JEFO
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research.
Keegan 277
People’s Lack of Knowledge of the Process
This democratizing of teaching requires teachers to relinquish
their traditional role within the classroom, to one of shared learn-
ing and allowing students have an input into their own learning.
(Brydon-Miller & Maguire, 2009). It has been found to be a difficult
method to follow, both procedurally and because of the tension be-
tween being closely embedded in the context and process of expla-
nation and the research needing to be honest and balanced (Robson,
2002). Many teachers have also stated that they have difficulty de-
termining which tools to use and how to make sense of the data col-
lected. It is not often included as part of teacher education courses,
and they are intimidated by the notion of policy recommendations
that can emanate from their research (Rust & Meyers, 2006). It is this
lack of confidence and expertise that has been at the heart of some
teachers’ difficulty in getting started, with many being anxious and
intimidated by the process of using action research (Rust & Meyers,
2006). To mitigate against this dilemma, establishing a teacher net-
work or CoP would help to give teachers the confidence to engage
with action research because they can develop the necessary skills
through engaging with the process (Halton, 2004; McPhail, 2007).
This process highlights the importance of sharing information, ex-
periences, and thoughts of continuous interaction as well as of par-
ticipating in joint activities (Wenger, 2006).
Time Commitment of Implementing Action Research
Many researchers have identified the time-consuming and
labor-intensive nature of adopting action research as a major cause
for concern for teachers (Casey & Dyson, 2009; Clayton et al., 2008;
Robson, 2002; Rust & Meyers, 2006). Halton (2004) stated that ac-
tion research was expensive in terms of time and resources and that
teachers needed encouragement to be involved.
I knew from the outset the process would time consuming, and
I was prepared to build this into my professional development as be-
ing time invested in achieving my goal of professional enhancement.
It took months of preparation to plan the intervention, implement it,
and analyze the data collected. Planning each lesson took a consid-
erable amount of time because it was dependent on recording and
analyzing the data from the previous lesson. If I intended to expand
278 Action Research

UIJTBQQSPBDIUPBMMNZDMBTTFT UIFUJNFDPNNJUNFOUXPVMECFVO
TVTUBJOBCMFćFQSJODJQMFTPGUIJTBQQSPBDIIBWFQSPWFEXPSUIXIJMF
BOE*WBMVFUIFLOPXMFEHFBOEFYQFSJFODF*PCUBJOFE CVU*FOWJT
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Conclusion
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#SZEPO.JMMFS .BHVJSF
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