THE PROCESS OF EXPLORATORY ACTION RESEARCH

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Exploratory Action Research Diagnostic Tool

Exploratory Action Research Diagnostic Tool

The main purpose of this form is to help participants identify existing strengths, and areas where they would particularly value additional professional development and support. It will also be used as part of evaluation for the programme, but your name will not be mentioned in association with individual results at all.

To be completed:

(1)   At the beginning of the workshop on 26th August

(2)   Again, before your first meeting with your tutor  (if you are selected for the Champion Teachers 2017 Exploratory Action Research professional development programme)

(3)   Again, at the end of the programme, together with your final written report as evidence (it will not be necessary to demonstrate strength in each area by the end of the programme)

SECTION A –Personal Details

Name:
Region:
School:
Email:

EXPLANATION OF EXPLORATORY ACTION RESEARCH COMPETENCIES

The diagnostic tool is based around fifteen ‘Exploratory Action Research Competencies’:

1. Can reflect on and analyse my practice
2. Know how to improve my teaching
3. Can identify what is good about my teaching
4. Can see what problems are occurring in my classroom
5. Can identify a focus for research into my classroom
6. Can consider how to turn successes, problems and other issues into research questions
7. Can identify appropriate sources of evidence for research questions
8. Can decide how to gather information to answer my questions
9. Can collect evidence to answer research questions
10. Can analyse evidence collected
11. Can incorporate my students’ suggestions and/or opinions into my teaching
12. Can design an action plan based on exploration of my teaching
13. Can put an action plan into practice based on exploration of my teaching
14. Can evaluate the results of an action plan
15. Know how to communicate/present research findings orally and in writing·    

Each competency has five levels and you need to decide for each competency which level you are currently working at. It is expected that you will have a range of competencies at different levels, but at the start you may not have many (or any) above Level 0.

Level 0	I do not currently have this competency.
Level 1	I am  beginning to apply this competency.
Level 2	I am  applying this competency but have areas which require improvement.
Level 3	I am applying this competency with confidence.
Level 4	I am applying this competency with strength.

SECTION B –Exploratory Action Research Diagnosis

Now please fill out the table below by writing numbers from 0 to 4 corresponding to the level you are currently working at for each comptenecy.

COMPETENCIES	LEVEL
A.     Can reflect on and analyse my teaching
B.     Know how to improve my teaching
C.     Can identify what is good about my teaching
D.     Can see what problems are occurring in my classroom
E.      Can  identify a  focus for research into my classroom
F.      Can consider how to turn successes, problems and other issues into research questions
G.     Can identify appropriate sources of evidence for research questions
H.     Can decide how to gather information to answer my questions
I.        Can collect evidence to answer research questions
J.       Can analyse evidence collected
K.     Can incorporate my students’ suggestions and/or opinions into my teaching
L.      Can design an action plan based on exploration of my teaching
M.    Can put an action plan into practice based on exploration of my teaching
N.     Can evaluate the results of an action plan
O.     Know how to communicate/present research findings orally and in writing·

Reference

Smith, R. and Rebolledo, P. (2017). A Handbook for Exploratory Action Research. Retrieved from

https://www.teachingenglish.org.uk/sites/teacheng/files/pub_30510_BC%20Explore%20Actions%20Handbook%20ONLINE%20AW.pdf

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