Reflective Action Research Research Articles

A group art therapy intervention model to address mental health stigma in a rural community in South Africa

Mental health stigma is one of the main reasons why individuals do not seek mental health treatment, and it can lead to discrimination and alienation. Group art therapy is a successful and economical intervention option to address mental health stigma, specifically in rural areas like Phuthaditjhaba in South Africa. This article refers to a research study where a short-duration art therapy intervention was implemented with female students in Phuthaditjhaba, a densely populated and isolated rural area in South Africa. Using a reflective action research cycle the study found that a group art therapy intervention informs the group members of mental health stigma, its repercussions, how to prevent it, and how to heal from experienced stigma. Traditional healing objects and traditions were included in the intervention, making it an inclusive and less-threatening option for different cultures. A group art therapy intervention model is presented to serve as a possible process guide for art therapists who would like to address mental health stigma in group therapy. The participants have experienced mental health stigma in Phuthaditjhaba. Their visual stories of change capture the internal changes that took place for them as a result of the intervention. They are now more aware of what stigma is, it’s repercussions, how to prevent it and how to heal from experienced stigma. Group art therapy is a suitable therapeutic paradigm for addressing mental health stigma in rural areas of South Africa.

Meningkatkan Kemampuan Guru SD Negeri 4 Gedong Tataan dalam Mengembangkan Lembar Kerja Siswa (LKS) melalui In House Training Tahun 2022

This research was carried out to improve the ability of teachers to develop Student Worksheets (LKS) which will be used for the implementation of learning for students. The research was carried out at SDN 4 Gedong Tataan with the aim of seeing an increase in the ability to make Student Worksheets (LKS) for teachers at SDN 4 Gedong Tataan. This study uses a reflective action research design carried out in 3 cycles. The research subjects were 12 teachers at SDN 4 Gedong Tataan. The results of data analysis for each cycle show that In House Training activities can improve the ability to make worksheets for SDN 4 Gedong Tataan teachers, Gedong Tataan District, Pesawaran Regency in 2022.

Three stakeholders’ reflections on language assessment literacy

Abstract This reflective action research documents the mutual learning experiences of three education stakeholders as they construct their language assessment literacy (LAL). A teacher educator, an inservice teacher, and a preservice teacher were the three stakeholders who took part in a project on language assessment development for ESOL students at a public school in the United States. In this project, with the help of inservice ESOL teachers, preservice ESOL teachers designed and implemented listening and writing assessments for local middle school ESOL students. During and after the project, one of the participating inservice teachers, one preservice teacher, and the teacher educator voluntarily participated in extended reflective practices via email communications, on-site visits, and pre- and post-project discussions. All stakeholders perceived the collaboration as a mutual learning experience to enhance their LAL while sharing their respective expertise.

Dewey, Implementation, and Creating a Democratic Civic University

Dewey, Implementation, and Creating a Democratic Civic University

PRE-SERVICE ENGLISH TEACHERS' READINESS TO DEVELOP DIGITALIZED AUTHENTIC MATERIALS WITH ISLAMIC VALUES

Pre-service English teachers still need to gain the competence to develop authentic materials with Islamic values, reflected by their low perceived readiness. To reveal their readiness, this study was conducted by using narrative inquiry. The data were gathered from the storytelling of pre-service English teachers pursuing master's degrees at IAIN Kediri. Participants in this study were one male and one female student with teaching experience. The data were analyzed by using thematic analysis. The data showed that the pre-service teachers believed the readiness to develop digitalized authentic materials with Islamic values could have been more optimal. It is because of the existing instructional materials provided by the government, their lack of confidence as new teachers, and their limited autonomous access to their classes as a new teacher. English textbooks provided by the government are only general English. So, it makes the teachers follow the materials instead of developing authentic materials with Islamic values that are fundamentally needed by students studying in Islamic institutions, such as modifying the materials from books to reflect Muslim activities. Therefore, the pre-service teachers must expose themselves to integrated materials books and digital materials with Islamic values.

Peningkatan Kemampuan Guru SDN 5 Gedong Tataan dalam Memanfaatkan Lingkungan Sekolah sebagai Sumber Belajar melalui Diskusi Kelompok Kerja Guru (KKG) Tahun 2019

This research was conducted to improve teachers' ability to utilize the environment as a learning resource. The research was conducted at KKG Region II, Gedong Tataan District. The research subjects were 9 teachers at SDN 5 Gedong Tataan. The aim was to see an increase in the cognitive abilities and activities of SDN 5 Gedong Tataan teachers in their KKG activities. This study uses a reflective action research design carried out in 3 cycles. The results of data analysis for each cycle show that discussion activities in the KKG can improve cognitive abilities and increase the activity of teachers at SDN 5 Gedong Tataan, Gedong Tataan District, Pesawaran Regency.

A Creative Framework of Online Teaching of Public Relations Modules during the Covid-19 Pandemic: An Action Research Approach

The education of public relations and media modules has been tied in the literature to the professionalism of these disciplines. The contribution of this paper is that it is the first paper that has used a reflective action research methodology to improve the on-line teaching of skill-oriented modules of public relations at the university-level in Bahrain during Covid-19. The instructor/researcher developed two action research cycles where she planned and implemented new teaching strategies based on the students’ needs, observed, evaluated, and reflected. The paper finds that action research has been useful in creating a collaborative relationship with the students, and helped to reflect on the e-learning process of public relations modules. The paper recommends the use of action research to improve new creative strategies of teaching other media and mass communication modules at the university-level during the Covid-19 pandemic. Moreover, the researcher invites future scholars to take the results of this research further, and use action research to improve creative educational methods that would improve high education in Bahrain after the Covid-19 pandemic.

AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS

Reflection is a significant skill in action research, but many practitioners still display unsatisfactory reflective thinking levels, especially among teachers. Pre-service teachers, in particular, have voiced issues concerning their reflections in action research. Although reflections are personal and have infinite forms, research has demonstrated that using an inquiry approach can build reflection skills. This study aimed to identify pre-service teachers’ and their respective lecturer-supervisors’ views on the use of an inquiry approach to facilitate the reflection aspect in action research. A question-structured checklist was provided to the research participants to guide their reflection in action research. Data were collected from twenty (n=20) English as a Second Language (ESL) pre-service teachers and five (n=5) lecturer-supervisors in an Institute of Teacher Education Malaysia campus through follow-up interviews and focused group discussions. Findings revealed the benefits of the inquiry approach used in guiding the pre-service teachers’ reflections in their action research and writing the final reports. Feedback from the lecturer-supervisors suggested that the use of the inquiry approach had guided the pre-service teachers’ reflections to be more organized and relevant to the focus in each section in the report. Future recommendations on the application of an inquiry approach are suggested.

Reflective Technology Assimilation: Facilitating Electronic Health Record Assimilation in Small Physician Practices

Effectively incorporating complex technology into organizational practices requires moving beyond initial plateaus of postadoption usage. However, achieving this is especially challenging for small businesses because competing priorities in addition to resource and attention constraints may lead to technology assimilation satisficing. With this context in mind, we conducted a four-year action research project in which we supported electronic health record (EHR) assimilation in 10 small physician practices by facilitating reflections to help these small organizations move beyond an initial plateau of postadoption EHR usage. Drawing from these results, we theorize reflective technology assimilation (RTA) as an emergent process of facilitating deeper learning and reflection within and across small resource- and attention-constrained organizations to enable ongoing technology assimilation. In addition, we articulate the foundational principles for reflective action research (RAR) as an approach in which researchers facilitate reflective problem solving while advancing theoretical knowledge.

Development of a Technology Education Cascading Theory through community engagement site-based support

If teachers are not equipped to teach Technology Education subject nationally and internationally, the continent of Africa will continue to bear the brunt of unsavoury results unless radical interventions are implemented to transform the situation. It is against this background that action research methods became a useful site-based support to empower Technology teachers at three sampled schools from Tshwane South Circuit in Gauteng Province of South Africa. The purpose of this study was to share fresh perspectives on how a sample of Technology teachers responded to content-related classroom practices during reflective action research activities that took place during community engagement contact sessions. These teachers, who are under qualified and unqualified to teach this subject, were engaged in circular and spiral action research cycles. The teachers’ engagement brought forth the development of Technology Education Cascading Theory. It was evident that community engagement activities served as a podium to transform teachers’ teaching of Technology Education and enhance learners’ achievement. The study was underpinned by cooperative enquiry theory and engaged participants in reflective practices of developmental action paradigm. Interaction with Technology Education teachers further revealed that most of them need their schools to budget for this Technology subject they are teaching.

Exploring scientific, artistic, moral and technical reflection in teacher action research

Reflection in action research is a complicated matter because of the many domains of reflection and most significantly, the lack of understanding of these domains of reflection in action research and how these are supported. In this paper, we propose a framework based on four domains of reflection, namely, scientific, artistic, moral and technical reflection. We describe an initial attempt to use this framework in relation to the actual practice of teacher reflection in action research and show that the framework allowed us to map the various domains of reflection that teachers use in relation to their action research. This helped us to gain insight into the differences and the course of reflection in action research. We discuss how the framework – through orientation, differentiation and deepening – might provide support for reflection in action research.

Fashion students choose how to learn by constructing videos of pattern making

AbstractThis paper analyses new learning experiences of first year pattern technology students at a university of technology, in the context of selected characteristics of authentic learning theories. The paper contributes to existing knowledge by proposing a method that could be followed for design‐based subjects in a vocational education setting. Students were competent when replicating demonstrated pattern making procedures, but struggled to transfer knowledge to different situations. Therefore, a project asked students to create their own pattern‐making video tutorials in an effort to deepen authentic learning. Examining the learning activity and its results through action research reflection, the lecturer recognised authentic learning characteristics. For example, students grasped the work, displaying a range of original responses that presented more than one correct answer. By creating their own practice‐based content, students were able to learn more in the same period, compared to other cohorts in past years. Students were better equipped to utilise this knowledge in later projects and tests, demonstrating deeper understanding and knowledge transfer to other environments. Ultimately active knowledge production deepened learners' motivation, engagement in the learning process, and increased performance.

Understanding the complexity of teacher reflection in action research

Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning.

Lowering the walls and crossing boundaries: applications of experiential learning to teaching collaboration

Higher education is being confronted with a paradigm shift that is forcing it to collectively reexamine their ability to develop graduates who have relevant professional competencies. Collaboration and team work are competencies that are sought after by many employers. The creation of effective collaboration is critical to developing the interdisciplinary linkages that are necessary to confront the many environmental challenges posed by human activities and prepare today’s students to meet future intellectual and workforce demands. To address the challenge of developing collaboration skills, the Environmental Studies (ES) program at the University of Nebraska-Lincoln (UNL) used a backward curriculum design, multiple modalities of experiential learning, and a reflective action research approach to develop collaboration and teamwork skills in undergraduate students. The ES program partnered with Target Training International Ltd. (TTI), to gain insights into the use of their instruments as boundary objects to help student’s understand self and create interdisciplinary teams. Through the use of an instrument, the TriMetrix®, the UNL-ES program is taking a page from the business world and partnering with it to help students understand themselves, adapt their behaviors to more effectively work in a team, and be introduced to the concept of assessments and their use in the professional world. These assessments played a positive role in the dynamics of each group, some more than others. The analyses of these data for this class have informed us about how to improve the use of the assessment output in class. Specifically, we can use these data as specific examples in debriefing future classes. We have also identified certain mixtures of behavioral styles and motivational drivers that may be problematic to group work. Many students have experienced team projects. However, most students have not explicitly had to learn about the factors that go into effective collaboration or they have never been explicitly explained to them. This is particularly the case with regard to processes of developing shared responsibility.

Beyond you and me: stories for collective action and learning? Perspectives from an action research project

This paper explores the combination of storytelling and reflective action research as a means to effect change and learning within and across communities and organizations. Taking the complex challenge of ‘pro-environmental behaviour change’ as an example, the paper reflects on the experiences of a pilot project run for the UK government that took place over two years with five community groups in rural England. The research question centred on how the stories of ‘older’ (aged 50+) community advocates might be amplified and inspire wider change via a systemic action research approach. This paper describes the project and shares insights into how behaviour change might occur in this action-based learning context challenging more Newtonian conceptualizations of change. Some of the methodological and practice challenges and conundrums that arose are discussed including authenticity, ownership and ethical issues of voice and ownership. Parallels and distinctions between story-based action research and action learning are identified and the role of narrative in inducing action is considered. The paper concludes by reflecting on future directions and the overall potential there is for ‘narrative action learning’ to address those wicked systemic problems that transcend organizational boundaries and that are faced by real people in our communities and society as a whole.

Deliberation, capability and action research: knowledge and becoming

In this short paper I examine whether obtaining the capability to change practice can be solely achieved through reflective action research, and how. I take as our framework of analysis that offered by Aristotelian thought, especially in the discussion of powers and potential. I conclude that action research as a way of changing practice cannot be only deliberative, but must be based on learning new, propositional knowledge. This is needed so that reflecting, as understanding, on existing practices can be better realised and, importantly, augmented by new capabilities. This may support the idea of continued professional learning taking priority over reflective practice in reaching and maintaining professional mastery.

A teacher's perspective on student centred learning: Towards the development of best practice in an undergraduate tourism course

Tourism and hospitality educators have been encouraged to implement various student-oriented teaching practices beyond conventional teacher-directed approaches. This exploratory study focuses on how teachers integrate this concept into their classroom practices and students’ learning experience. Reflective action research was used as a conceptual framework, focusing on the four main indicators such as content structure, individual engagement with learning, peer interactions, and student reflection on the learning process. The results of this study indicated significant benefits of the student-centred approach. However, several problems and difficulties were identified, and this paper gives a number of strategies and recommendations for improvement.

Images of changing practice through reflective action research

PurposeThe purpose of this paper is to review action research approaches to changing practice through reflection, identifying themes, issues and questions relevant to a broader community of research practitioners. It invites additional layering in concept, enactment and account.Design/methodology/approachA framework for considering interwoven dimensions of action research as first‐, second‐ and third‐person inquiry is presented. The paper then works through stories to explore the complementarities of action research with other genres of research, addressing developments of practice through reflection. Questions of general relevance are identified.FindingsAction research is a richly diverse range of approaches having much in common with a broader community who seek to develop embodied practice and practical knowing, work in collaboration, respect multiple ways of knowing, and influence change in social systems. Frames, approaches, practices and questions from action research can be applied more generally. The paper articulates a profusion of questions. These include inviting attention to researchers' reflective practices, to different ways of exploring issues of power, and to questioning (organizational) contexts in which interventions are set.Practical implicationsPractices of inquiry and intervention for social and organizational change are explored. Attention is drawn to issues of power and how they might affect action with a participatory intent. Ways of developing understandings and enactments are offered.Originality/valueThis paper offers a companion language and set of practices from which to view other genres of research/intervention interested in developing practice through reflection.

‘No Outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools

In this paper we describe a UK‐based participatory action research project that looks beyond the discourse of tolerance to investigate and challenge heteronormative processes in primary schools through reflective action research. This 28‐month ESRC‐funded project supports 15 primary teachers working in schools in three regions of the UK to develop action research projects that address lesbian, gay, bisexual and transgender equality in their own schools and classrooms. In this paper we will examine how the original principles on which the project design was based have manifested themselves throughout the course of the project, drawing upon examples of classroom practice and reflective discussions among project team members. We will explore how designing intentionally for collective participation has produced spaces for people to do and think in ways that have not only gone beyond what we imagined but have also challenged and sometimes contradicted our own ways of thinking.

Streamlined reflective action research for creative instructional improvement

Busy educators find it difficult to work creatively in conditions imposed by ill‐conceived, politically charged reform initiatives such as the No Child Left Behind Act. In order to keep up with research findings, emerging theories and practical recommendations in the creativity literature, they need accessible, highly condensed distillations of the literature to help them improve their work. They also need simplified investigative strategies to help them select, test and refine creative ideas that are best suited to their unique classroom settings. Two veteran elementary school educators, a generalist and a music specialist, used a highly condensed overview of creativity in a streamlined action research initiative. From the process, they gained a broad grasp of creativity concepts, discovered some personal creativity strengths and weaknesses, and made some targeted improvements in their classrooms.