Hi Brian,

I completely agree with you in relation to all of the challenges you've listed.

"What's research got to do with my job" would be the response of my teachers, who are quite often 'bogged' down with doing things that aren't related to the learning outcomes of their students.

You are right, there has to be a motivation to do it and value attached to it. In my opinion, teachers should view themselves as evolving learners rather than someone qualified to deliver a finite amount of information enough to 'do their job'. Research could and should underpin this.

Based on your experience, how would you attach value to action research if you were talking to a teacher with 20 years experience and no aspirations to progress from their job as a classroom teacher?


Shaun Robison

Lead Practitioner Coordinator and Consultant Partnership Teacher for English - Specialist Schools and Academies Trust - SSAT Abu Dhabi, PO Box 14126, Al Ain, United Arab Emirates
Mobile: +971 501440167 | [log in to unmask]<mailto:[log in to unmask]>







________________________________
From: Teacher researchers' list for the mentoring and coaching Special Interest Group [[log in to unmask]] On Behalf Of Sarah Fletcher [[log in to unmask]]
Sent: 30 August 2011 17:52
To: [log in to unmask]
Subject: Re: E-seminar this week - Shaun Robison Abu Dhabi

Hi Brian & All,

Great to hear from you!  Are you feeling better? I was hoping you would post a response to Shaun's e-seminar. As someone who has huge in-depth experience of supporting teachers' action research, could you share with us your insights about some of the dynamics of your research mentoring for school teachers from very different backgrounds (in Bedfordshire)?

Warm regards,

Sarah

PS & Wot? No poem?!

Sarah Fletcher

Editor; The International Journal for Mentoring and Coaching in Education; http://www.emeraldinsight.com/ijmce.htm

--- On Tue, 8/30/11, Brian wakeman <[log in to unmask]> wrote:

From: Brian wakeman <[log in to unmask]>
Subject: Re: E-seminar this week - Shaun Robison Abu Dhabi
To: [log in to unmask]
Date: Tuesday, August 30, 2011, 2:40 PM

Some Possible Issues:

1.  Credibilty:
As a teacher what has research got to do with my chief concerns in getting ready for a new term?
2. Motivation:
What might attract me to doing research, or participating in action research with all the pressures of targets, inspection, EBAC, cuts, and other priorities?
3.  Sustaining research:
How can I keep my enthusiasm, and keep making progress with all the calls on my time?
4.  Resources:
How can I make time available and find funding to do research?
5.  Practical outcomes:
How likely is it that something concrete something worthwhile will emerge from the effort?

Brian t
From: Sarah Fletcher <[log in to unmask]>
To: [log in to unmask]
Sent: Tuesday, 30 August 2011, 9:51
Subject: E-seminar this week - Shaun Robison Abu Dhabi
Good Morning, Everyone
I have been thinking about the second question Shaun has offered us as a starting point for discussion.
What are the main challenges of doing action research with teachers from a range of educational backgrounds and experiences?

In my experience of assisting teachers to undertake action research in the UK and internationally (usually online), every encounter is very different. For example, when I worked with a group of teachers at Bitterne Park School in Southampton (you can access their web-based research at http://www.TeacherResearch.net I felt as if I was swapping hats (!) to use De Bono's metaphor! They had individualised needs. I am not sure their diverse needs differed more than when I worked as a research mentor online with teachers in China (accessible at TR.net) or when I am in Japan.

Possibly, I expected more diversity when I work with individuals from cultures that are different from my own? For example, I was not too surprised that school teachers in Japan were reticent in announcing they had a problem as their launching point for action research. I decided to swap to identifying an area of strength to develop as their starting point, rather than a perceived problem.

How do my experiences map out in relation to yours?

Best regards,

Sarah


Sarah Fletcher Editor; The International Journal for Mentoring and Coaching in Education; http://www.emeraldinsight.com/ijmce.htm --- On Thu, 8/25/11, Sarah Fletcher <[log in to unmask]> wrote:

From: Sarah Fletcher <[log in to unmask]>
Subject: Action Research in the Middle East - please read this attachment
To: "TEACHER-RESEARCHER" <[log in to unmask]>
Cc: "MENTORING-COACHING" <[log in to unmask]>
Date: Thursday, August 25, 2011, 7:25 PM

Welcome, Everyone! Not sure why the attachment detached last time - trying again!
Here is the launch of our latest of our e-seminars for BERA's Mentoring and Coaching SIG:
I am delighted to welcome Shaun Robison as convener. When I saw the circular about his involvement in teacher research (attached) and read his introduction, invited him to join us:
 This collection of research summaries was conducted
by educators working in public and private schools in
Abu Dhabi. Over fifty teachers and consultants took
part in the initiative, each with their own research
interests specific to their context.  In each case, the
teachers identified a research issue, provided a
rationale for researching it, gathered data and evidence
to show how their research evolved, and presented
their findings to their peers for critical response.

Shaun has provided two questions that are relevant to us all to get our discussion rolling:
1) How significant is action research in the knowledge based economy?

2) What are the main challenges of doing action research with teachers from a range of educational backgrounds and experiences?
Looking forward to hearing from you and learning more as our latest e-seminar develops!
Warm regards,
Sarah Sarah Fletcher
Co-convener (with Dr Jean Rath) for BERA's Mentoring and Coaching SIG
Editor; The International Journal for Mentoring and Coaching in Education; http://www.emeraldinsight.com/ijmce.htm





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