Action Research as a Tool for Pushing Pre-service
Teachers' Professional Attitude Forward in Minia University
Prepared by:
Abdul Qader Muhammad Muhammad Emran
A TEFL Specialist in Al Azhar& An invigilator in British Council
Introduction
Until recently, teachers were accustomed to focus on
traditional learning styles whether in teaching or training
sessions. Teaching, for some of them, was a way to explain
information and show students lessons for their success and that
of the educational process without thinking of the continuous
classroom problems; regardless of their size and urgency.
However, as a result of research and studies that have been
conducted in education and psychology and based on the
problems faced by teachers in the delivery of ideas and
information to students, the complaints of these students from a
lack of integration in the share of a lesson and the weakness of
their understanding of information, as well as complaints from
parents that the level of their children's grades are declining; it
was found that teaching patterns alone are not enough to achieve
the desired success. Thus, the concept of research has grown
throughout time in an emphatic manner. (Abu Oda, 2004)
Action research
Classroom teachers should be involved in curriculum
making and curriculum research as these relate to their
classrooms; moreover, one of the primary goals for in-service
teacher education is to give teachers ways of exploring their own
classrooms. However, such involvement presupposes certain skills
and knowledge in classroom observation and research. In
particular, teachers need to be aware of issues amenable to action
research , and they need to have skills in data collection and
analysis. These skills can be developed through action research
projects wherein professional development programs can feed
into a constant cycle of intervention, monitoring and modification
to classroom practice. (Nunan, 1993, p. 62)
McKernan(1991)showed that action research has been used in
many areas where an understanding of complex social situations has
been sought in order to improve the quality of life. Among these are
industrial, health and community work settings. Action research
approaches to educational research were adopted in the late 60s and
early 70s by the" teacher-researcher "movement in the secondary
education sector. This sought to bring the practicing classroom
teacher into the research process as the most effective person to
identify problems and find solutions.
Richards, Platt& Platt (1992) have defined action research as:
Teachers-initiated classroom research that seeks to increase the
teacher's understanding of classroom teaching and learning and to
bring about improvements in classroom practice. Action research
typically involves small-scale projects in the teacher's own classrooms.
Action research is a rather simple set of ideas and techniques
that can introduce you to the power of systematic reflection on your
practice. The basic assumption is that you have within you the power
to meet all the challenges of the teaching profession. Furthermore,
you can meet these challenges without wearing yourself down to a
nub. The secret of success in the profession of teaching is to
continually grow and learn (Rust: 2003, pp. 2).
Finch (2004) mentioned that action research is a term used to
describe the process of identifying a puzzle in the classroom. This
process is beneficial to teachers and students. Action research is thus
a practical tool which every EFL practitioner can use as a means of
improving the teaching / learning environment, since it involves
qualitative and subjective reflection on the learning process from the
main participants-teachers and students.
The researcher thinks that action research can be a type of
research done inside the classroom with the purpose of developing
the teacher as a researcher with an intent to discover and solve
classroom problems and with the ultimate goal of improving the
quality of teaching and learning.
Professional Attitude
Attaher (1991) defined professional attitude as an
individual's opinion of a job; whether positive or negative, which
is measured by an inventory of different dimensions, such as
personal view of teaching, teaching problems, desire toward
teaching, society view of teaching and negative viewpoint of
teaching. The researcher here refers to professional attitude as
teachers' beliefs, thoughts and ideas about teaching perspectives;
such as respect, teaching moral standards, democracy and
student-teacher interaction.
72
The present Study
The term action research has become one of the most commonly
used terms in education. There may be a reference to it every day
whether in education or other fields where researchers or practitioners
look into issues or problems within or around their work.
In conducting action research, teachers can become
emancipated (Gore and Zeichner, 1995), in that they become in
control of the whole process of research and investigation of their
own teaching, rather than being the tool of an outside researcher.
Teaching, then, can become more autonomous, responsible and
answerable through action research, and so teachers themselves
can take decisions concerning change. One outcome of this is that
action research is likely to be relevant and immediately useful in
understanding and developing the specific classroom context in
which it was conducted, and so of benefit to learners. Another
outcome is that the research becomes both an input into and a
stimulus for teacher reflection (indeed teacher reflection is one of
the key tools in conducting action research), and reflection is a
necessary component of personal and professional development.
Conducting action research, then, is one key way for us to develop
ourselves as teachers. As teachers, it's our duty to develop both
our teaching and ourselves. Action research can help us fulfill
these responsibilities. Because of this, conducting action research
should not be seen as something extra that keen teachers can do
which goes beyond their usual teaching responsibilities. Instead,
conducting AR should be seen as an integral part of our
responsibilities as professionals dedicated to developing our
teaching and ourselves (Watson: 1999, PP.34-55)
The key question of the present study is how action research
acts as means of pushing student teachers' professional attitude
forward. Previous literature review concerning the significance of
action research referred to a vast number of benefits gained out of
applying and practicing research and action. However, the
present study could find that action research can be utilized as a
tool of developing professional attitude which means that action
research changes things faster. In other words, beliefs and
attitudes take long time to be changed; however, it differs with
action research where attitudes and thoughts can be developed
quickly and effectively.
72
Calhoun (1993) confirms that action research serves to
improve the conditions of a school, helps the teachers teach
problem-solving skills to the children, detect problems and gauge
their teaching methods. To cope with this, pre and in- service
teachers ought to learn how to master action research skills. So,
the researcher here tries to investigate the effectiveness of an
action research program in developing English pre service
teachers' attitude towards their profession.
Importance of the present study
1. The present study may be an addition to the vast number of
studies conducted to refer to the significance of action
research which can be of help to other researchers whether in
the educational field or other areas of scientific research.
2. The importance of the study lies in the effectiveness of the
subject; action research itself which is regarded as one of the
most important pillars of teachers' preparation and
education programs.
3. The present study may be the first to investigate the
effectiveness of action research in developing pre service
teachers' professional attitude in Egypt and worldwide.
Literature Review
Tessema (2008) stated that student teachers' potential to
change and reflect on their activities can be positively influenced
by the opportunities created in teacher education programs. His
study explores an educative opportunity with his research and his
practicum advisees by facilitating a continuum of reflective
school-based activities through a dialogical relationship. The
opportunities were sought through the researcher's personal
action research project during a practicum assignment at
Haramaya University, Ethiopia, in the 2005/06 academic year.
The action research was an exploratory practicum pedagogy in
which the researcher, as a teacher educator practitioner, and
eight student teachers as pedagogical and research participants,
seized opportunities of collaboration and dialogical relationships.
In the process, the participants examined pedagogical issues
which emerged out of continuous and intimate discussions.
Furthermore, the process affirmed the possibility of engaging pre
service teachers educationally in contexts where resources are
inadequately provided.
72
Carboni, Wynn and McGuire (2007) investigated action
research as a tool to facilitate reflective practice in undergraduate
pre service teachers. Typically utilized in graduate programs,
action research is a viable tool for increasing pre service teachers'
systematic classroom-based inquiry. This process is examined
through a theoretical framework of narrative inquiry, and it
utilizes a participatory design as the basis of inquiry. In their
design, the instructor and the student are inquirers empowered to
share their interpretations of the process of action research. The
findings stem from a merging of the experiences of the instructor
and the student and include recommendations for using action
research with undergraduate pre service teachers, as well as
suggestions for further consideration of the process.
Moran (2007) wrote about excerpts from case studies of two
pre service teaching teams that exemplify a new approach for
merging research and practice within an introductory early
childhood methods course. Through participation in cycles of
collaborative action research focused on the joint task of
implementing long-term projects, pre service teachers proved
change in the ways they participated in and developed an inquiryoriented teaching stance. In particular, changes included (1) an
increased awareness of the value and need to share responsibility
with teammates for making curriculum decisions, (2) early
attempts to self-regulate teaching behaviors through reflection-inaction, and (3) an appreciation for and use of documentation in
making visible and public relationship between teacher thinking,
practice, and children's learning. While changes in level of
reflectivity and practice are noted and valued, the ways in which
pre service teachers' participation which began to change may be
regarded as valuable indicators of pre service teacher
development as the possession of new knowledge and skills.
Many educators have suggested that teachers hold the
authority, and thus the responsibility for initiating the curricular
and instructional changes made within their own classrooms. One
implication of this suggestion was aroused by Chant, Heafner and
Bennett (2004) when they proposed that teachers should be
reflective about their practice. Yet, reflection is a difficult process
that requires critical thought, self-direction, and problem solving
coupled with personal knowledge and self-awareness. As
03
classroom teachers, the authors believe that thorough reflection
and teacher inquiry are important and related assumptions of
quality teaching. This study saw utilized personal theorizing as a
mechanism to guide the action research of individuals within an
elementary pre service teacher cohort during their four-semester
of teacher education program.
Price and Valli (2005) examined the construction and experience of
change agency within action research courses in pre service teacher
education. Four pre service teachers' experiences of action research
are analyzed. Tensions and challenges teacher educators and pre
service teachers face are referred to as they explored that change
processes in learning to teach are of great importance. This analysis
suggested five central tensions in the process and pedagogy of action
research: individual and institutional change, action and
understanding, support and challenge, passion and reason, and
regulation and emancipation. Rather than selecting one side of a
tension over another, the authors argue that teacher educators need
to work with tensions to develop understandings of change in relation
to biography, teaching, and context. The authors argued that such
contradictory and complex dimensions provide a useful frame for the
pedagogy of action research. They are integral to the process of
helping teacher candidates develop conceptions of teaching that
embody change agency.
Smith and Sela (2005) described the rationale for and process of
engaging student teachers in action research during the fourth and
final year of their teacher education, which is also their first year as
teachers (induction year). During this year the novice teachers are
engaged in an action research project as a compulsory assignment in
the course "Teacher as researcher". The objective of the course was to
provide novice teachers with reflective tools for systematic examination
of their work as teachers. They document the learning process of the
teachers of the course in notes(which can also be viewed as action
research).They jointly planned the course, engaged in reflective
dialogues with the students and among themselves and systematically
examined their work by personal diary writing and inviting informal
and more formal (questionnaire) feedback from the students.
Mcintyre (2003) considered three key issues suggested that can
contribute to developing 21st century teacher preparation programs
and that are committed to prepare competent, well-informed,
03
reflective teachers, particularly for students attending inner-city
schools, in the context of participatory action research (PAR); an
approach to research that challenges prospective educators to reframe
what they know, and what they "think" they know, about
teaching/learning, and research. By exploring the relationship between
PAR and teacher education, the author responded to the current
debates about how to assist prospective teachers in gaining knowledge
about urban schools and communities with the aim that such
knowledge will assist them in understanding and taking action to
improve the social, cultural, and educational systems that mediate the
lives and educational opportunities of urban youth. Before she
described PAR as a tool for creating new knowledge about
teaching/learning and research, she provided a brief overview of the
graduate program in elementary education that she directed for five
years and taught in for six. She then described the strategies she used
to assist prospective educators in developing a critical approach to
understanding themselves and urban communities through
engagement in a PAR project. Lastly, she argued that PAR was a
useful approach for linking theory and practice, teaching and learning,
and reflection and action in a teacher preparation program.
According to the study of Dinkelman (1997), action research theory
and practice can help encourage pre service teachers' critical
reflection. The study reviewed action research theory, discusses
conceptions of reflective teaching, and examines the power of action
research to shape pre service teacher reflection. Several reports of how
teacher educators have used action research in practice are presented
in this study. Three distinct categories emerged as a result of the
personal theorizing and action research process and completed by the
candidates: defining self, defining reflection, and defining
professionalism. By identifying and defining their personal practice
theories, candidates were able to describe their values and beliefs about
teaching. Secondly, candidates were able to construct a personal
definition of reflection. Originally, many of the candidates had viewed
reflection as a reaction instead of a process. Lastly, reflection coupled
with the action research component became ingrained in the majority
of the candidates not only as a requirement of their pre service
program but also a requirement of their profession.
Clift and Others (1990) described a collaborative action research
project between University of Houston education faculty and the staff
07
of five elementary schools. The project investigated the status of
learning cultures for teachers and administrators in their schools.
Implications for initial and continuing preparation of teachers and
principals using action research were suggested in the study.
Comment on Literature
The previous studies proved the effectiveness of action research
strategies, skills, stages, projects and methodologies in developing
student teachers, prospective teachers and in-service teachers’
reflection skills, teaching/learning through theory and practice. Still
these studies are insufficient and ineffective to present the
appropriate results and guidelines that help EFL pre-service teachers
to cater for solving about their continuous classroom problems
through the use of action research strategies. In addition, action
research is still unknown to many teachers in the Arab World;
especially to pre-service elementary teachers; importantly, no one
study referred to the effectiveness of action research in developing
student teachers or teachers' attitude towards their profession. Thus,
the present study hopefully investigates and proves the effectiveness
of a program based on action research skills in developing pre-service
teachers’ professional attitude.
Method
Objectives
This paper has two objectives: 1. It seeks to verify the
validity and reliability of the action research professional attitude
scale; 2. It tries to show the effectiveness of action research in
developing EFL pre service teachers' professional attitude; and 3.
It tries to show the difference of scores between the pre and post
administration of the professional attitude scale.
Instrument
The research instrument is the professional attitude scale;
prepared by the researcher. It is a five-item Likert Scale ranging
from "strongly agree" to strongly disagree. The reliability of the
scale was assessed through Cronbach's Alpha (.889) in addition to
the total item correlations which ranged from .631 to .818.
Participants
The participants were selected from Faculty of Education at
Minia University. Factor analysis was conducted using 110 subjects,
but the main sample of the research consisted of 62 pre service
teachers (57 females= 91.9% and 5 males=8.06%; aged between 19 to
00
20). This sample was selected from third year English Majors at the
elementary section because they reported a significant lack in action
research skills.
Results & Discussion
Table 1 shows that the score of mean is near to equal to
median and mode and approaches mode besides the value of
skewness is near zero. Taken together, this data demonstrates that
the sample distribution is semi-normal.
Table 1
Item statistics of Professional Attitude Scale (N. 62)
mean
mode
median
SD
Kurtosis Skewness
61
23.63
23.00
1.58
-0.015
-0.160
Validity
Internal Contingency. Internal contingency was conducted as an
indicator to validity (see table 2). The scale was responded by
third year English majors at the elementary section (N=62). The
correlation coefficients were calculated between each item and the
total score of the scale correlation coefficients ranged 631 from to
818 and all correlations were significant at level 0.01.
Jury members' validity. In addition to the above statistics, a
panel of TEFL experts assessed the validity of the scale in terms of
Linguistic stating of items, cores related to the teaching profession
and applicability and fitness.
Table 2
Internal Contingency of the Professional Attitude Scale (N=62)
Dimensions
Respect for teachers
Moral Standards
Teachers' belief
Democratic attitude
Establishing
a
good
rapport
** p< 0.01
Correlation
0.668 **
0.670 **
0.750 **
0.818 **
0.631 **
03
significance
0.01
0.01
0.01
0.01
0.01
Table 3
t- test results of the study subjects on the professional
attitude scale N=62
Dimensions
Respect
for
teachers
Moral Standards
Teachers' belief
Democratic
attitude
Establishing
a
good rapport
Total score
Mean
pre
26.9
post
28.5
11.42
26.1
25.4
SD
pre
2.5
t
DF
significance
post
3.0
4.58
61
0.000
12.21 1.6
27.5
3.6
28.1
3.8
1.5
3.0
3.7
3.75
3.01
5.5
61
61
61
0.000
0.004
0.000
7.9
8.5
1.5
1.3
2.8
61
0.007
98
104
10
9.9
5.6
61
0.000
On the bases of previous results, student teachers' development
in their professional attitude according to the training program of
action research has been achieved. In the same context, the post
administration of the professional attitude scale showed evidence of
students' improvement in their professional attitude after submitting
the action research program.
Conclusions
The present paper aimed to investigate the effectiveness of an
action research based in developing EFL pre service teachers'
professional attitude. In the light of the results of the professional
attitude scale discussed above, (Manfra, 2009) concluded that “the
notion of action research leading to social change is the most radically
transformative of the purported benefits of action research.
Collectively, the action research literature provides a host of exciting
possibilities for classroom-based research. The benefits described
include alleviating the gap between theory and practice, enhancing
teacher education, improving teacher professional development,
improving student learning, affirming and empowering teachers,
reforming schools, and changing society”.
The scale, as referred to in table 3, was conducted in five
dimensions which will be addressed here: The first dimension:
Respect for teachers: Students' responses to the items of this
dimension revealed that student teachers have achieved an
improvement in a number of aspects related to the teaching
profession. First, they reported to be proud of being teachers in
the future. According to their responses, the feeling of pride was
an outcome of submitting action research program since they felt
action research would be a tool for professional development and
03
improvement. Second, student teachers' scores revealed that the
society respects teachers for their professional development and
contributions to achieve better education. Third, student teachers
reported that despite the fact that circumstances are shallow, they
would develop their teaching practices. Fourth, they also reported
that teaching catered for their needs and that it was a prestigious
career. Fifth, pre service teachers' scores revealed that they liked
the profession and they did not have the desire to leave it.
The second dimension: Moral standards:
Student teachers' scores of this dimension revealed that
teaching EFL provides them with the moral standards that enable
them to be respected from others. Additionally, they have
reported that being an EFL teacher helped them to have their
prestige and discipline. The other, they thought that teaching
practices helped them build effective plans in teaching and
consequently in their daily life.
The third dimension: Teachers' belief:
According the scores gained from the pre service teachers'
scores on the administration of the professional attitude scale, it
can be inferred that student teachers have the capacities of
managing their classrooms effectively using time management,
behavior management and effective instructional strategies.
Furthermore, student teachers reported that they can achieve
discipline in their classrooms and thus they feel happy to be
among students. Importantly, out of submitting the training
program of action research, subjects of the study revealed an
improvement in the way they dealt with their classroom problems
when they stated that, “ Though I will face a lot of problems, I feel
that I will overcome them.” The other, student teachers have
revealed that they had more assessment tools which enabled them
to assess their students more effectively. And, they felt that action
research policies helped them to be life-long knowledge seekers.
They concluded this dimension accepting that promotion policies
were radical and that made them depressed.
The fourth dimension: Democratic attitude:
The scores gained from the pre service teachers' scores on the
administration of the professional attitude scale in this field revealed
that student teachers established good relationships with students and
thus people around. Moreover, thanks to action research, student
teachers related that teaching helped them deal with their students'
03
effectively, appropriately and thus they can establish good rapport
with their students. Student teachers revealed also that they could
collect a set of effective teaching strategies which enabled them to
improve their practices. What is more, because action research is
established on participatory basis, student teacher reported that they
do not have difficulty in dealing with school principal; rather, they
stated that they felt enthusiastic to be in their settings in order to
work as a tool of change.
The fifth dimension: Establishing a good rapport:
Based on the results gained from the professional attitude scale,
student teachers reported that action research helped them better
identify their students' interests through inquiry approaches and
classroom action research tools. Thus, they could establish good
interaction levels with their students where rapport was there. Students
trusted their student teachers and the later trusted their students.
It has been evident now that action research can be a tool of
changing attitudes in a short time; this arouses the issue of opening
doors for other variables related to the effectiveness of action research
other than those related to teachers' development, enhancing the
quality of teaching and learning, developing thinking processes
including reflective thinking, problem solving and critical thinking,
enriching teachers' knowledge and competence, developing teachers as
researchers and developing teachers' reflective practices and meta
cognitive processes.
02
References
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https://old.uqu.edu.sa/files2/tiny_mce/plugins/filemanager/files/43
00110/storey.pdf. Retrieved: 9th Oct. 2015
Attahher, Mahdi Ahmed (1991) Attitude Toward Teaching
Profession and Its Relationship to Some Academic Studying
Variables of College of Education Students. An MA thesis in
Education. King So'ud University
Carboni, Lisa Wilson, Wynn, Susan R. & McGuire, Colleen
M. (2007) Action Research with Undergraduate Pre service
Teachers: Emerging/Merging Voices. Action in Teacher
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Chant, Richard H. Heafner, Tina L. & Bennett, Kristin R.
(2004) Connecting Personal Theorizing and Action Research in
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Clift, Renee T, Ed. Evertson, Carolyn M, Ed. (1990) Focal
Points: Qualitative Inquiries into Teaching and Teacher
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Association (Chicago, IL, March 24-28, 1997).
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Teachers".
On Line available at the site: HoChiMinh
http://www.esteachersboard.com/Cqibin/articles/index.pl?noframes;read=950city
21October 2004.
Retrieved on June 5th 2006.
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Mc Kernan, J. (1991):Curriculum Action Research.
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02
Abstrcat
Action research is simply looking at one's practices through
a set of stages in order to solve a certain problem efficiently and
effectively. This paper examined pre service teachers' professional
attitude development after submitting a training program in
action research skills. Thus, it also investigates the effectiveness of
action research as a tool for change and development. 62 pre
service teachers (57 females- 5 males) were trained and instructed
to acquire and use action research in their teaching practice. The
results of the study revealed that students' post administration on
a professional attitude scale has significantly surpassed their pre
administration of the same scale. It has been found that- in
addition to the significance of action research in developing
teachers' growth, preparation as well as development, action
research can play a significant role in pushing pre service
teachers' professional attitude forward.
Keywords: Action research, professional attitude
‫مستخلص البحث‬
‫البحث اإلجرائي كوسيلة لتحسين االتجاه المهني لدى عينة‬
‫من طلبة كلية التربية‬
‫إعداد‬
33
‫(*)‬
‫عبد القادر محمد محمد عمران‬
‫يهدف البحث الحالي إلى تعرف فعالية البحث االجرائي وأثره في تحسين اتجاهات‬
‫طمبة كمية التربية نحو مهنة التدريس‪ .‬وقد تكونت عينة البحث من (‪ )26‬فرد‪ ،‬منهم ‪75‬‬
‫اناث و‪ 7‬ذكور بالفرقة الثالثة شعبة التعميم االساسي تحصص المغة االنجميزية بكمية‬
‫التربية‪ ،‬جامعة المنيا‪ .‬وقد تم استخدام مقياس االتجاه المهني من إعداد الباحث الحالي‪،‬‬
‫البحث االجرائي‪ .‬وتوصمت نتائج البحث إلى وجود فعالية في تحسين مهارات البحث‬
‫احصائيا بين متوسطي درجات‬
‫االجرائي لدى طمبة العينة‪ ،‬حيث كانت هناك فروق دالة‬
‫ً‬
‫القياس القبمي والقياس البعدي في مقياس االتجاه نحو مهنة التدريس لصالح القياس‬
‫البعدي‪.‬‬
‫(*)‬
‫معلم لغة انجليزية بمعهد مطاي األزهري‬
‫‪33‬‬