Multiple iterations and messiness in the implementation of action research by Bhutanese secondary science teachers

Abstract

Many theoretical models of action research depict its process as cycles that include several sequential phases. In Bhutan, teachers use Kemmis and McTaggart’s spiral model which has four phases of plan, act, observe and reflect to conduct action research for their professional learning. As a growing practice, the way Bhutanese teachers carry out action research is an emerging field of inquiry. This study explored how three Bhutanese secondary science teachers in a case study school conducted their first action research project using Kemmis and McTaggart’s model to improve student interaction in the class. Data were collected using diaries, interviews and observations. The analysis employed a three-step coding procedure of grounded theory. The findings showed that the science teachers conducted multiple iterations by moving back-and-forth between the four phases of Kemmis and McTaggart’s model. It demonstrated a messy and non-linear process of action research conducted through continuous reflection which was inconsistent with the neat cycles of Kemmis and McTaggart’s model. Despite a few challenges, the multiple iterations and continuous reflection helped the teachers to make progress in their action research and develop an interactive teaching strategy. Given the absence of multiple iterations and messiness in the action research knowledge disseminated to teachers in Bhutan, the study highlights the requirement for the Ministry of Education and teachers to consider mess and multiple iterations as a normal process of action research.