Hello all,
Some very interesting posts. I'll try to address the topic of commonality but first let me explain the context of the UAE.
The government has started a huge reform programme in its schools. Previously, all subjects were taught in Arabic apart from English. 90% of the United Arab Emirates is made up of expats, with only 10% local.
Now, Maths, Science and ICT are taught in English with a British-type curriculum. Over 1000 Arab speaking teachers have been made redundant in the past year and native speakers of English have replaced them in the emirate of Abu Dhabi.
In some cases, the learners are illiterate in Arabic (first language) and innumerate. Western educators have replaced Arab educators. Government schools have had changes forced upon them with little discussion. This type of change has massive educational, cultural, social and historical implications. I have incorporated action research as part of my role in this change. On the other hand, some learners speak multiple languages and extremely creative, engaged learners.
On the topic of commonality: many teachers pursue topics related to language. Common themes such as assessment are often pursued by teachers relatively new to the profession. Finding research that has similarities to this context that teachers can use is the main challenge that arises for all of the teachers I've worked with here. I've touched on this previously about western educators bringing their preconceived thoughts about best practice to this context.
Something to consider and I would be keen to know your thoughts about this: to move away from action research as 'problem solving' and towards 'research', what advice would you give to practitioners who want to triangulate with research and policy but are limited due to the lack of research that matches the context and environment?
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]
________________________________________
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: 31 August 2011 14:48
To: [log in to unmask]
Subject: Re: E-seminar this week - Shaun Robison Abu Dhabi
Hi Kerry and All,
That sounds somewhat similar to my experience of mentoring novice teachers in their PGCE to identify areas of the government's competences/standards agenda and using perceived areas of weakness - where more evidence was needed to achieve their QTS (Qualified Teacher Status) as a starting point for action research. I wonder if the same approach is necessarily appropriate for qualified teachers working as part of the whole school team? Without a doubt, in my view, focusing on the 'I' in action research could assist novices to take responsibility for improving their teaching. However, I wonder if focusing on the 'I' and taking a problem as a starting point is less attractive & relevant further into a teaching career? Would the near retirement teacher who is not interested perhaps in enhancing their CV be more motivated to undertake research that would be appropriate for the teaching profession? Maybe researching how the team interacts to benefit pupils' (students') learning and how this can be enhanced might be motivating?
Thanks again - super posting!
Sarah
--- On Wed, 8/31/11, Kerry Jordan-Daus <[log in to unmask]> wrote:
Hello everyone
On our primary undergraduate programme, students all complete a piece of action research during their 3rd year, exploring in depth a theme or Foundation Subject examined as part of a Year 2 module.
Students' research foci are not dissimilar to the list offered by Jan below - perhaps driven by a "problem" or area of concern, arising from their earlier studies/professional placement. On our undergraduate programme, not surprisingly students want to develop their areas of understanding to both a) address the Standards for QTS (and in particular areas they traditionally find challenging b) address areas of emerging interest.
We do have an MFL specific pathway, and students on this route research the teaching of MFL in the primary context.
My work with in-service teacher mentors is again driven by their own identified "area of need" - if there was a common theme emerging I would tentatively suggest that it was "assessment"?
Kerry
Kerry Jordan-Daus
Head of Primary Education
Faculty of Education
Canterbury Christ Church University
Tel 07834 745 035
________________________________
From: Janet Oti [mailto:[log in to unmask]<[log in to unmask]>]
Sent: Wed 31/08/2011 10:14 AM
To: [log in to unmask]<[log in to unmask]>
Subject: Re: E-seminar this week - Shaun Robison Abu Dhabi
Hi Sarah and All
Keeping to the same theme (re: commonality) the teaching programme I'm involved with sets as an assessment a piece of action research to be completed by trainees at placement. The main areas that students tend to research are their own delivery styles and if these match student needs, various resources in delivery and their effectiveness for aiding learning or assessment methodologies. Naturally each year we may have other interesting topics of research. What are the experiences of others?
Best wishes. Jan
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From: BERA-MENTORING-COACHING [[log in to unmask]<[log in to unmask]>] on behalf of Sarah Fletcher [[log in to unmask]<[log in to unmask]>]
Sent: 31 August 2011 08:29
To: [log in to unmask]<[log in to unmask]>
Subject: Re: E-seminar this week - Shaun Robison Abu Dhabi
Hello Jan and All,
Thanks very much for your posting yesterday. Hoping to learn more from your experience.
Identifying areas of commonality? Yes! - that's especially important in my view if we are to
learn more about teacher-student interactions on a global scale and with the proliferation of action research as 'research' rather than 'problem solving' - a viable, enticing prospect too?
Like you, I am keen to learn about areas of commonality in teachers' research elsewhere with the possibility of beginning to map a picture of what is being evidenced in accounts. Perhaps it is time to share here the kinds of research questions that teachers are asking? Are they, for example, focusing on the same issues in Abu Dhabi that they are in Tokyo?
Warm regards,
Sarah
--- On Tue, 8/30/11, Janet Oti <[log in to unmask]<[log in to unmask]>> wrote:
Hello All
In response to Shaun's question (2) - I believe that one challenge is identifying areas of commonality. Teachers/lecturers are individuals who interpret and react differently to their surroundings whether from the same cultural background or from different backgrounds. For action research to really influence policy in a global sense then identifying areas of commonality would be a good start? What areas of commonality has Shaun identified if any, besides mentoring and coaching?
Best wishes all.
Dr. Janet Oti (PhD), MA PCET Pathway Leader
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