Action Research For Creating Networks In Pedagogical Practice

Abstract

At present Latvian education system is in the process of shifting towards a competence-based approach that requires a change of attitudes and ways of thinking and acting. Action research can become as one of the most powerful methodologies for supporting the desired policy changes and contributing to the increased reflection, questioning and rethinking of existing practices, thus enabling all participants involved in the research to make wise educational judgements about what should be done to bring research results to life through the reality of practices. The aim is to investigate the possibilities of creating collaborative networks by supporting the ways of extending research-based practice and professional competence in the field of education. The research question is: How can action research be employed as a tool for improving pedagogical practice in the context of change? Qualitative content analysis of selected action research studies is employed as a method for examining the written data. Research sample – 45 practitioners involved in the teachers’ continuous professional development programme “Pedagogy” implemented at Liepaja University. The findings raise considerations of strategies for strengthening existing collaboration networks and ensuring the development of research networks in the field of education. The study points to the need to extend the reflective competence

Keywords: Action research, collaboration, pedagogical practice, reflection-for-practice

Introduction

The processes of globalization demand changes not only in economy, politics and society but also poses new challenges in the field of education that is one of the most important factors for the growth, competitiveness and sustainability (Education Policy Outlook: Latvia, 2017; Guidelines for the Development of Education for 2014-2020, 2013; Sustainable Development Strategy of Latvia until 2030, 2013). Currently, the Latvian education system is implementing the shift towards a competence approach that requires a change of attitudes and ways of thinking and acting. The aim for the competence approach is to raise the quality of education and implement the content reform of general education, thus promoting the competitiveness of education in the local and global context (Skola2030, 2018).

Competence development involves in-depth learning - the process by which a student develops the ability to generalize, transfer new knowledge and skills to unknown situations, focusing on the processes by which we acquire knowledge. By implementing a pedagogical approach that drives in-depth learning, teachers enable to develop high-level thinking skills, so that students can construct the meaning and use experience in solving complex tasks in new situations and contexts (Olina et al., 2018; Purens, 2017). In school practice, it is necessary to ensure that the work of each teacher in the classroom is focused on immersion, therefore action research can become as one of the most powerful tools for supporting the desired changes in education. It contributes to the development of reflective competence by questioning and rethinking of existing pedagogical practices and enables all the participants involved to collaborate and bring the research results to life.

Problem Statement

One of the main objectives in the ongoing reform of the education system towards a contemporary competence-based education is to bridge the gap between the theory and practice by involving teachers-practitioners in the educational research, as well as regular communication of research outcomes. Due to the dual nature of action research – a research method and a strategy for creating new knowledge, it is regarded as a great tool for uniting theory and practice as it requires identification of a problematic issue, participation, and immediate action. Moreover, action research is regarded as a model of collaborative learning (Boss, 2020).

The implementation of competence-based approach raises questions about conceptually new requirements for teachers’ professional competence to support students and guide them through the opportunities for knowledge and skills development, as well as build attitudes necessary for life in the 21^st century. Action research as a participative, self-reflective, collaborative, situation-based, and context-specific activity offers to assume the responsibility for being the agent and source of change. Its basic principles include (1) reviewing one’s current practice by questioning the assumptions and values that are often overlooked, (2) finding an issue or situation that needs to be changed, (3) developing actions to try out possible solution/-s and interpret the consequences, (4) evaluating and/or adapting the new practice (Altrichter et al., 2007; Ferrance, 2000; McNiff, 2017; Revai, 2020).

In this context, the professional skill of reflection becomes of the utmost importance. It includes reflection-in-action taking place during the action process (Schön, 1987) and reflection-for-action that means thinking of improving or changing the practice (Farrel, 2013; Olteanu, 2016). Thus, reflection helps to review the practice and identify possible strategies to apply in their pedagogical activity.

Another significant component of the action research is a skill to collaborate. Regardless of which type of the action research we choose – individual, collaborative, school-wide or district-wide action research (Ferrance, 2000), collaboration and networking are necessary to achieve results, thus examining teaching styles and instructional strategies and sharing the results with others. Networks are understood as inter-organizational partnerships between schools or professional learning networks for teachers. Developed connections between the teachers, schools and other professionals help to understand how knowledge is generated and transformed into a joint creation of innovations. Networks may bring together stakeholders from different sectors or different levels of the education system and serve as a platform to explore new policies and pedagogical ideas (Networks for learning and development across school education, 2018; Revai, 2020).

Action research can serve as the means of creating research networks within the community with the focus on knowledge exchange, as well as skills and resources, that shapes teachers’ professional identity, new developments and trends within the field of education, and practices that improve and encourage the professional development (McCormick et al., 2010; Networks for learning and development across school education, 2018). It is in line with the idea that the meaningful research process provides the outcomes for the mutual benefit of all actors involved and can be ensured by collaboration, flexible networking, sharing experiences, providing feedback and personal self-reflection (Pavitola et al., 2016).

Therefore, considering the findings of the theoretical study, it is proposed that action research can be a powerful tool for generating, testing, sharing and implementing new ideas and knowledge in educational contexts by building professional networks for teacher collaboration, fostering the culture of research and inquiry, and progressing from reflection-in towards reflection-for action.

Research Questions

How can action research be employed as a tool for improving pedagogical practice in the context of change?

Purpose of the Study

The research aims to investigate the possibilities of creating collaborative networks by supporting the ways of extending research-based practice and professional competence in the field of education.

The research basis for this study is the teachers’ continuous professional development programme “Pedagogy” implemented at the Liepaja University (further LiepU) and 45 respondents who mastered the programme in 2019/2020 - the teachers of different professional qualifications and seniority levels representing a different kind of formal and non-formal educational institutions. As part of the programme, the topicalities in pedagogy, psychology and educational sciences are revealed by integrating practical aspects and assessment of theoretical knowledge, analysis and presentation of good-practice examples, as well as acquiring a practical teamwork experience. During the study process, the teachers are assigned to conduct action research on the topic significant for their professional practice, exploring the chosen issue from pedagogical and, possibly, psychological perspective, stressing the collaborative aspect and ensuring feedback. Also, the quality of the planned results and their potential to be implemented into practice is considered of great significance.

Research Methods

• The qualitative research design based on a social constructivism perspective is applied to the study to promote the collaboration between the researchers and the respondents, as well as define problems and find solutions.
• Case study as a research strategy is used to examine in-depth the potential of action research carried out by practitioners, as well as its related contextual conditions leading to the improvement of pedagogical practice in the frame of competence-based approach.
• The qualitative content analysis of selected action research studies is employed as a method for examining the written data.

Findings

The theoretical and empirical findings reveal the essence of the action research and its use to create personal knowledge, as well as deepen the understanding of action research participants about the research object, scope and outcomes and the opportunities for collaborative learning and networking.

The analysis of research findings is based on the criteria of action research with the emphasis on reflection-for-action (Altrichter et al., 2007; Farrel, 2013; Ferrance, 2000; McCormick et al., 2010; McNiff, 2017; Olteanu, 2016) and reveal the following skills of the respondents:

• to define the aspects that require improvement in their pedagogical practice;
• to collaborate with the colleagues and build networks school-wide and/or district-wide;
• to develop strategies for implementation of findings in the pedagogical practice.

The research data will be summarized and analysed following these three criteria:

Conclusion

The findings of the theoretical and empirical study reveal that action research might be a way to link educational research and teaching practice aiming at promoting professional competence in teaching, improving pedagogical practice and extending the knowledge based on teaching and learning. Participants of action research start to notice significant changes in their understanding of student learning, their teaching and the educational context. It is confirmed by instructional strategies and the project-based approach that there is a need to meet the students’ learning needs helping them to develop transversal skills like collaboration and creativity. Teachers begin to apply different perspectives on teaching and find alternative solutions for educational challenges.

Although action research usually involves the development of teachers, principals, schools, and even school systems, as well as provides an opportunity for informed discussion and a discussion forum for the dissemination of research outcomes, this empirical study certifies that this is not a common practice and it is done only in particular cases. Several action research papers pointed to different general and overall issues in the field of education, without the willingness to explore this issue to improve pedagogical practice and suggest possible solutions. Only a few respondents tried to involve their colleagues, engage in discussions with the professionals of the field and develop wider collaborative networks.

The findings have helped to reflect on and critically evaluate the action research experiences, consider the advantages and identify some of the main challenges. The authors of the article hold a strong commitment to the importance of the research-for-action that could serve as the grounds for improving the understanding of teachers about the essence of action research.

The study confirms the necessary steps to be taken to employ action research as a tool for improving pedagogical practice in the context of change:

• Raise awareness and understanding about the benefits of action research particularly in teacher education;
• Develop reflective competence of teachers that would allow reflecting more deeply on their teaching as well as the teaching of their colleagues;
• Create collaborative networks, for example, school-university networks aiming towards the integration of research-based knowledge and practice, thus contributing to improving education and enhancing student achievement.

The findings raise considerations of strategies for strengthening and extending existing collaboration networks and creating new ones and empowering teachers to develop their reflective competence

References

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