About this paper

Appears in:
Pages: 306-313
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

ACTION RESEARCH: A REFLECTION ON CURRICULUM

K. Jalilzadeh1, M. Khatib2, A. Tahmasebi3

1Islamic Azad University, Science & Research Branch (IRAN)
2Allameh Tabatabaii University (IRAN)
3Islamic Azad University, Qods Branch (IRAN)
Action research is the process of systematic collection and analysis of data in order to make changes and improvement or solve problems (Wallace, 1998, p. 1 and Coles & Quirke, 2001, p. 14). There are several forms of action research, however Nunan (1992, p. 17) saw it as, “A form of research which is becoming increasingly significant in language education.” Warrican (2006, p. 2) saw the heart of action research as the promotion of collaboration between a researcher-innovator and his or her clients. This drive for collaboration is grounded in the epistemological assumptions that knowledge does not only exist objectively outside the ‘knower’, but that it is also subjectively created by experiences and that knowledge is generated and formalized through the sharing of different perspectives about experiences. People who want to bring about change therefore must learn about the situation that they wish to influence and then consult closely with the people most likely to be affected by the project who have first–hand knowledge of it. Action research is widely used in language teaching but also as an approach for external innovators who seek to effect educational change (Warrican, 2006, pp. 1-14). Nunan (1991, p. 62) said that the classroom could become a laboratory for experimenting with, contesting, and evaluating the materials and classroom tasks in a teacher’s own context and situation. Brown (2005, p. 397) suggested that teachers will learn most effectively and change behavior in circumstances where there is personal engagement in identifying a practical concern as the focus of the research, designing the study, taking action, collecting evidence, formulating conclusions and feeding these back to practice. This action could be an incentive for teachers to discover the literature of other research.
@InProceedings{JALILZADEH2011ACT,
author = {Jalilzadeh, K. and Khatib, M. and Tahmasebi, A.},
title = {ACTION RESEARCH: A REFLECTION ON CURRICULUM},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {306-313}}
TY - CONF
AU - K. Jalilzadeh AU - M. Khatib AU - A. Tahmasebi
TI - ACTION RESEARCH: A REFLECTION ON CURRICULUM
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 306
EP - 313
ER -
K. Jalilzadeh, M. Khatib, A. Tahmasebi (2011) ACTION RESEARCH: A REFLECTION ON CURRICULUM, EDULEARN11 Proceedings, pp. 306-313.
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