Premium
How Is Action Research Helping to Develop My Role as a Communicator?
Author(s) -
Chiswell Kathleen
Publication year - 1995
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192950210313
Subject(s) - psychology , action (physics) , relevance (law) , curriculum , task (project management) , action research , trace (psycholinguistics) , isolation (microbiology) , pedagogy , medical education , mathematics education , medicine , linguistics , philosophy , physics , microbiology and biotechnology , management , quantum mechanics , political science , law , economics , biology
Throughout the first two years of my study as a part‐time university student but a full‐time teacher involved in critical action research, I was acutely aware of the threatening nature of the task I had undertaken. My willingness to expose my own teaching methods and organisation to critical examination needed the co‐operation of others who may fail to appreciate the relevance of my research. Analysis within my own classroom was one thing, but later 1 needed to extend the research beyond that and into the wider school and even into certain areas of the curriculum. In order to achieve this I knew I would have to depend on the co‐operation of colleagues, and their willingness to participate in interviews, completing questionnaires and at times, even acting as observers. Their continued response over a period of time prompted me to trace my development as a communicator; from the isolation of my own classroom communicating with my pupils to whole school and staff communication.