Chapter 52 - Becoming a Reflective Practitioner through Action Research

Valentina Canese

DOI: https://doi.org/10.47133/tegc_ch52  

ABSTRACT

Reflective practice allows us to direct our activities with a vision and plan for taking deliberate action. It is an evidence-based approach based on concrete experiences and observations made about these experiences. Reflective practice can be enhanced through action research about the teaching-learning process. In this chapter, you will learn about becoming a reflective practitioner by conducting action research to identify and investigate problematic situations, formulate an action plan, and implement this plan by collecting and analyzing data and then evaluating actions taken. You will learn about becoming empowered through action research by participating actively in this decision-making process about your own practice. You will also learn about the importance of sharing the results from your action research with others to contribute towards the continuous improvement of your educational community. 

Keywords: reflective practitioner, reflective practice, teaching practice, action research, continuous improvement

How to cite this chapter: 

Canese, V. (2023). Becoming a Reflective Practitioner through Action Research. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 632-644). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch52 

INTRODUCTION

Teachers, researchers, and educational theorists have long focused on the concept of reflective practice in relation to professional development, planning, and educational improvement. In the early 20th century, Dewey examined the importance of reflection in teaching practice. In his seminal work How We Think, reprinted in The Collected Works of John Dewey, 1882-1953 (Boydston, 2008 revised), Dewey explained reflection in teaching practice, indicating that it 

emancipates us from merely impulsive or merely routine activity … [it] enables us to direct our activities with foresight and to plan according with ends-in-view, or purposes of which we are aware … to act in deliberate and intentional fashion … it enables us to know what we are about when we act. (Dewey, 2008, p. 125)

To ensure that language students have access to learning opportunities, we must constantly pay attention to the quality of our teaching. Engaging in reflective practice is an important element in learning to become a competent teacher (Mann & Walsh, 2017). Reflective practice is when we, as teachers, question ourselves about situations and concerns that arise in our teaching contexts and, by doing so, demonstrate a commitment to continuous learning. Becoming reflective practitioners is fundamental in our growth as teachers of English as an additional language, especially for teaching students with diverse needs. 

BACKGROUND

Through reflective practice, we can make informed decisions about our teaching (Farrell, 2015). By basing our decisions on evidence rather than on perceptions that may or may not be correct, we become reflective practitioners and researchers who analyze and evaluate what is happening in our classrooms. With evidence that we gather and examine, we can make informed, evidence-based decisions (Zwozdiak-Myers, 2018). To become reflective practitioners, we ask ourselves the following questions: 

What is meant by reflective practice?

In what ways is it possible to reflect on my practice? 

What kinds of information can be gained when I reflect on my practice? 

What are main barriers or obstacles to overcome if I want to reflect on my practice?

As reflective practitioners, we are constantly engaged in a cycle of self-observation and self-evaluation. This cycle allows us to better understand our own actions as well as our students’ actions, which we could have elicited, either intentionally or unintentionally, through our teaching (Farrell, 2015). Research findings suggest three types of reflective practice: reflection on action, reflection in action, and reflection for action. To reflect broadly and deeply, we should try reflecting from each of these three perspectives.

An effective approach for establishing reflective practice is Kolb’s Experiential Learning Cycle (Kolb et al., 2001). This cycle consists of the four components (concrete experience, reflective observation, abstract conceptualization, active experimentation) illustrated in Figure 1.

Figure 1

Kolb’s Experiential Learning Cycle

Note. Adapted from https://serc.carleton.edu/details/images/22738.html. (Originally uploaded in Starting Point at https://serc.carleton.edu/introgeo/service/experiential.html). This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/.

In Figure 1, the first component is concrete experience (experiencing), which refers to doing or having the experience. The second is reflective observation (reflecting), which refers to reviewing or reflecting on the experience. The third is abstract conceptualization (thinking), which refers to concluding or learning from this experience. The fourth and final is active experimentation (acting), which refers to planning or acting on the previous steps. 

Building on Kolb’s four-step cycle, reflective practice has been represented as a framework with nine dimensions (Zwozdiak-Myers, 2018). This framework is based on the premise that reflective practice is "a disposition to inquiry, incorporating the process by which students as well as experienced and inexperienced teachers structure and restructure their actions, beliefs, knowledge, and theories that inform teaching for the purpose of professional development" (p. 5). These nine dimensions of reflective practice are illustrated in Figure 2.

As shown in Figure 2, the first dimension in this reflective practice framework (Zwozdiak-Myers, 2018) is studying our own practice for personal improvement, which implies a systematic study of the actions carried out in the classroom. From this, the second dimension is evaluating our own practice through research procedures, and the third is for connecting theory to our own practice. Following from these dimensions, the fourth is for questioning our personal theories and beliefs, and the fifth is for considering alternative perspectives and possibilities. These first five dimensions establish the basis for the final four dimensions, which focus on actions to improve our teaching practice. With that, the sixth dimension involves experimenting with new strategies and ideas for our classrooms, and the seventh involves maximizing our students' learning potential. Finally, the eighth dimension focuses on enhancing the quality of our teaching and the ninth on continuing to improve our teaching. 

Figure 2

Dimensions of Reflective Practice

Note. Information based on The Teacher’s Reflective Practice Handbook: Becoming an Extended Professional through Capturing Evidence-Informed Practice by P. Zwozdiak-Myers, 2018, Routledge.

To apply this framework toward becoming a reflective practitioner, identify actions for self-evaluating your own teaching practice. Carry out these actions by using teaching journals, teaching stories, and portfolios as well as by participating in reflection groups and doing action research as described in the next section.

MAJOR DIMENSIONS: Action Research

Action research is a type of inquiry that allows us, as teaching practitioners, to investigate and evaluate our work by asking questions such as the following: 


In response to these questions, we often tell stories about our practice, which, in turn, can serve to improve our learning and positively affect the learning of others (Burns, 2010). When initially telling a story, we might be unaware that our story could eventually lead to action research. However, by following up from this story, we can initiate an action research process as a practice-based approach for


Upon considering the above characteristics, we can deduce that action research is a tool specially formulated to develop reflective practice. By using this tool, we can observe our practice and, based on our observation, generate an action plan to improve our practice. Depending on the issue, we can conduct action research either individually or collaboratively and can do so at an institutional or organizational level (Burns, 2019). 

Depending on the focus and purpose of our action research project, we can consider taking different approaches. However, regardless of the approach taken, our action research project must entail these five stages (McNiff, 2016): 


During this fifth and final stage, we can reflect on possibly repeating our action research as part of a cyclical process. The five stages of this cyclical process are illustrated in Figure 3.

Figure 3

Action Research Process

Note. Information based on You and Your Action Research Project (4th ed.) by J. McNiff, 2016, Routledge.

PEDAGOGICAL APPLICATIONS

The five stages of the action research process illustrated in Figure 3 (McNiff, 2016) are described below along with suggestions for implementing each stage.

Stage 1. Identify a Problem or Issue

In this first stage, identify the areas in which you or your students are having problems or experiencing challenges that need improvement (McNiff, 2016). Think about issues that need attention so that you can improve as a teacher and your students can improve as learners. Ask the question: What are some areas in which you or your students are having problems? When determining answers to this question, select one or more skills or attributes listed in Table 1. 

Table 1

Identifying the Problem

Stage 2. Formulate a Plan

In the second stage, formulate a plan for addressing the problem or issue that you had identified in the first stage (McNiff, 2016). Determine the best course of action by responding to this question: How can you address a certain issue or problem? Guided by this question, design a plan that includes the steps and actions outlined in Table 2.

Table 2

Formulating a Plan

Stage 3. Take Action (Implement Plan)

In the third stage, take actions to address the problem (identified in the first stage) by implementing the plan (designed in the second stage). Start by collecting and analyzing data about the problem or issue, reviewing the literature, and considering possible solutions. Then focus on identifying and implementing strategies for improvement (McNiff, 2016). While carrying out each of these steps in your action plan, maintain a reflective attitude and keep a detailed record through notes and other means. These actions are outlined in Table 3.

Table 3

Implementing a Plan

Stage 4. Observe (Collect and Analyze Data)

In the fourth stage, observe and evaluate outcomes by collecting and analyzing data from the improvement strategies that you implemented in the third stage (McNiff, 2016). Depending on the problem that guides your action research, gather qualitative data (journals, interviews, reflections, observations, recordings, student work) or quantitative data (tests, structured observations, questionnaires) or both types of data. Establish a good tracking system to ensure that data collection and data analysis are organized and systematic. These data sources are outlined in Table 4.

Gather data by using notebooks, file folders, wall charts, classroom assessments, and technology. Of available technology, the most accessible is your cell phone with its pre-installed features (e.g., notepad, camera) to write notes, take pictures, make recordings, and film videos. Other digital tools (e.g., spreadsheets, word processors) and applications are easily accessible through Google. In addition to using the above devices to gather data, also consider using them for analyzing data and maintaining records. Further enhance your data collection and analysis by using digital tools such as the following: 


Table 4

Collecting and Analyzing Data

Stage 5. Reflect (Evaluate and Share Results)

In the fifth stage, reflect on your action research process. Although you will be reflecting throughout the action research process, it is particularly important to reflect in this final stage while also evaluating and sharing your results. When doing this, ask yourself the following questions: What went well? What went wrong? How can I improve? Based on evidence from the data collection and analysis process, follow the steps outlined in Table 5.

Although this fifth stage represents the end of an existing action research cycle, it also signals the start of a new action research cycle. During this new cycle, you will again plan, research, and reflect—but now in response to a new or refocused issue or problem. Together with your educational community, reflect on the improved actions that you began carrying out during the previous action research cycle with the goal of continuing to provide your students with the best possible learning experiences within their learning context. During this new action research cycle, gather rich data in your classroom for responding to a new set of guiding questions and systematize your reflections to continue transforming and improving your teaching practice (Banegas & Villacañas de Castro, 2019). Since the early 21st century, action research has become increasingly popular in foreign and second language teaching classes (Nasrollahi et al., 2012). By using these action research tools, you are empowered to reflect on your teaching practice, carry out action research, and improve your teaching (Hei & David, 2017). 

Table 5

Reflecting, Evaluating, and Sharing Results

In this chapter, you learned about becoming a reflective practitioner by using action research in response to classroom issues and teaching challenges. You learned about designing and implementing action research by gathering concrete evidence, making informed decisions to address a problem, and designing a plan. You also learned about reflecting in an educational community to address student needs in learning English as an additional language. Finally, you learned that reflective practice and action research are essential elements within your teacher toolkit for keeping the needs of your students first and foremost in mind.

KEY CONCEPTS

Following are several key concepts about reflective practice and action research:

DISCUSSING

Based on what you have learned about action research, answer these questions:

TAKING ACTION

By using what you have learned about action research, do the following:

EXPANDING FURTHER

To expand your knowledge and application of action research, visit these websites:

SEE ALSO

Reflective practice and action research are also addressed by other chapters in this book:

Chapter 35 Developing Critical Thinking Through Inquiry-Based Learning by V. Canese

Chapter 51 Observing in the Transformative Teaching Process by V. Sánchez and Y. Puón

Chapter 53 Conducting Research in the ELT Undergraduate Classroom by A. Salas

Chapter 54 Promoting Collaborative Professionalism among Pre-Service Teachers by D. Pineda

REFERENCES

Banegas, D. L., & Villacañas de Castro, L. S. (2019). Action research. In S. Mann & S. Walsh (Eds.), The Routledge handbook of English language teacher education (pp. 570-582). Routledge.

Boydston, J. A. (Ed.) (2008). The collected works of John Dewey, 1882-1953. Southern Illinois University Press. (revised from its original 1986 publication)

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge. 

Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. In X. Gao (Ed.), Second handbook of English language teaching (pp. 991-1005), Springer International Handbooks of Education. Springer. https://doi.org/10.1007/978-3-030-02899-2_52 

Dewey, J. (2008). 1933: Essays and how we think, Volume 8 (revised edition), in J. A. Boydston (Ed.), The later works of John Dewey, 1925-1953 (revised), the third series in J. A. Boydston (Ed.), The collected works of John Dewey, 1882-1953. Southern Illinois University Press.

Farrell, T. S. (2015). Reflective language teaching: From research to practice. Bloomsbury Publishing.

Hei, K. C., & David, M. K. (2017). Empowering language teachers through action research: Two case studies from Malaysia. English Review: Journal of English Education, 5(2), 163-174. https://doi.org/10.25134/erjee.v5i2.532 

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 227-247). Lawrence Erlbaum.

Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. Routledge.

Nasrollahi, M. A., Krish, P., & Mohd Noor, N. M. (2012). Action research in language learning. Procedia: Social and Behavioral Sciences, 47, 1874-1879. https://doi.org/10.1016/j.sbspro.2012.06.916

McNiff, J. (2016). You and your action research project (4th ed.). Routledge. 

Zwozdiak-Myers, P. (2018). The teacher’s reflective practice handbook: Becoming an extended professional through capturing evidence-informed practice. Routledge.

ABOUT THE AUTHOR

Valentina Canese, is currently faculty and director at the Instituto Superior de Lenguas (ISL), Universidad Nacional de Asunción (UNA) in Paraguay. She holds a bachelor’s in English (ISL, UNA), a master’s in education (San Diego State University) and a doctorate in curriculum and instruction (Arizona State University). Her research interests include bilingualism, language education, ICT and Distance Education. She is the editor in chief of the multilingual journal "Ñemityra: Revista Multilingüe de Lengua, Sociedad y Educación” She is the founding President of the Paraguayan Association of Applied Linguistics and the current Second Vice President of PARATESOL, Paraguay’s TESOL Affiliate. 

ORCID: https://orcid.org/0000-0002-1584-7322   

Email for correspondence regarding this chapter: vcanese@fil.una.py 

Cover Photo by Taylor Flowe on Unsplash