Hopes and challenges in using action research: the outcome of attempting to help in-service teachers learn how to design, evaluate and use reading comprehension questions collaboratively  

Oleh:

Hussein, Jeylan Wolyie

Jenis: Article from Journal
Dalam koleksi: Educational Action Research vol. 14 no. 03 (Sep. 2006), page 377–393.
Topik: Action Research; Collaborative Learning; Diary; Reading Comprehension; Teacher Trainees
Fulltext: 895754__755291561.pdf (110.14KB)

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The research was conducted at Haramaya University with a group of in-service teacher trainees in the Department of English with the aim of helping the trainees learn about the construction of reading comprehension questions. The data for the study were collected from the trainees’ reading comprehension exercises and their analyses of the cognitive categories of the questions collaboratively designed in the classroom. A reflective diary was kept to record events and to reflect on them. The study resulted in three major findings. The first is that trainees develop better understanding of the pedagogical values of reading comprehension questions when they have the chance to design, evaluate and use hierarchically ordered questions themselves. The second major finding is related to the use of small-group learning as a strategy to promote collaborative learning. The study found that a community of learning does not happen just by putting trainees together into a group. Thirdly, the study demonstrated that action research should not be conducted with a predetermined problem in mind, but flexibly, to address issues that arise through the action research itself. The experience recounted here suggests that action research is much more than the technical things we do in classrooms; it also helps generate new knowledge.

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