Impact of Conducting Action Research by Secondary School Teachers on Their Professional Development

Abstract

This research aimed to study the impact of conducting action research on the professional development of secondary school teachers in KPK (Pakistan) and to spot diverse elements of particular attention for thought which could be a factor in the professional development of school teachers in Pakistan. The study was unique in the sense that in Pakistan there is no culture of research at school level[fact]; action research was used as a tool for professional development of teachers at school level. Action research is considered as a systematic process of reflection, inquiry and taking action by the individuals to improve their own professional practices (Frost, 2002, p.25). This study reports on, how teachers can improve themselves to enhance their professional competencies, using action research. For professional development one should be a reflective practitioner, this means that one is capable of; studying his own practice and developing educational theories based upon that practice (McNiff, J. 2002). It also discloses the strategies of applying action research, inside a classroom in Pakistani context (Kemmis, & McTaggart, R.2003, pp.336-340). During the discourse of this study the benefit accrued to teachers using action research in their classrooms were also highlighted. Beside this the challenges that teachers faced in implementing action research in their classrooms emerged. The objective of this research was to introduce Action research to teachers; for improving their teaching style and professional development; to enable them to challenge their own practices by following the systematic multi cyclic four stage model of Action research (Kemmis, 1982) and improve their teaching styles by studying what they practice. The tools of data collection included; pre and post intervention interviews; lesson planning, lesson observation, post lesson discussion and feedback and reflective journals. The study was di-pronged, it contributed to the professional development of the participating teachers on one hand and on the other , it developed a deeper insight, xv of the researcher, in to the matter how action research can be used as tool for the professional development of teachers at school level. Indeed, there were issues and trepidations for the participating teachers and even for the researcher too, for instance, there is no research culture at school level, it was difficult for the teachers to conduct action research in their classrooms. Although departmental permission to collect data from public schools, both male and female was granted but at all managerial levels research is seen as useless and time wasting activity hence their support was as well with the same frame of mind and temporary. Even though there were problems, nonetheless, not all is gone astray the foundation of assurance is the research plan itself that is action research is an enduring experience which facilitate to decide the related issues as one progress. There is sufficient proof to argue that action research, with executive pledge, encouragement and technical support, could work at our school level to endow with an opportunity to our school teachers to keep on developing and learning.