421-437
This paper investigates a group of in-service elementary English teachers learning to do action research when
they were involved in a professional learning community. It explores to what extent action research is an effective
approach in relation to teachers professional development, and how a teachers learning community can
contribute to teachers development. The research data includes interviews with each teacher, teachers reflective
journal, discussion data from this research group, and teachers action research papers. Data were collected
over two semesters. The study validates teachers action research as a way to assist teachers in understanding
their practice and improving student achievement, and finds that a professional learning community serves
as an effective platform for teachers to exchange knowledge, to interact, and to learn from one another based
on their practices. The results of this study fill the gap in research that discusses the outcomes of teachers
endeavors on teaching practice and student learning.
Keywords: action research, EFL elementary teacher, professional development, professional learning
community
422
VOL. 20 NO. 3
CHOU, C.
423
424
VOL. 20 NO. 3
CHOU, C.
425
426
VOL. 20 NO. 3
CHOU, C.
427
At the same meeting session, Paula talked about her
research topic, but she was still unable to find the right
research focus. After sharing and interacting with
peers and the research facilitator, she finally came
to a decision.It was through discussing, sharing, and
commenting that Paula finally chose to focus on one
area to conduct her research. Examining the above
data, the research facilitator first finds for these
novice action researchers, choosing an appropriate
topic and framing the right research question
was not an easy task. During the discussion,
the research facilitator did not want to interfere
too much in deciding the participants research
questions as she was hoping that the participants
would truly focus on their own teaching contexts
for their professional development. In addition,
the facilitator was observing if the participants
would pay attention to the necessary elements
when developing appropriate research questions:
the student population, the desired result, and
the specific strategy for achieving the end result
(Ross-Fisher, 2008). Moreover, the facilitator
was very aware that for teacher professional
428
VOL. 20 NO. 3
was very dynamic. Watching her teaching video, I
found I could learn from her. In my teaching, I have
to be very active in engaging students to learn and I
can also incorporate her strategy of using actions to
teach my first graders new words. This might help
them memorize the words better and every child
can be engaged in the learning process (meeting
1123).
which was successful during the last cycle, and (c) she
implemented this part in this cycle: inviting students to
invent actions for their group performance. She found
during this cycle of teaching the song Teddy Bear,
students were more engaged and she also discussed
with students about her their learning results and her
teaching strategies as she wrote in her sixth journal.
Paula commented on the value of a collaborative
inquiry process in which the team members could all
share experiences, listen to one anothers ideas, and
contribute suggestions and ideas (Paulas sixth journal
writing). Similarly, Janet once wrote about her feelings
about group meeting, saying:
During each group meeting, I can always learn some
valuable aspects from group members, and apply
them to my own teaching practice. Besides, I can
learn from other peoples failure experiences and
examples and learned not to commit the same type
of mistake. Whats more, I can hear other peoples
comments on my teaching. There are a lot of rewards
(Janets 18th journal writing).
CHOU, C.
429
430
VOL. 20 NO. 3
Table 1
Paulas Students Learning Results: Comparing with Two Classes
Observation
1st Semester
First result
Scores
1st trial:
1st semester
Second result
2nd trial:
1st semester
Third result
A new stage:
2nd semester
Fourth result
6A
6B
6C
6A
6B
6C
6A
6B
6C
6A
6B
6C
100
90-99
13
11
11
10
11
10
80-89
70-79
60-69
50-59
40-49
30-29
20-29
10-19
Average
81
74
81
85
75
88
80
71
84
74
69
85
CHOU, C.
431
432
VOL. 20 NO. 3
CHOU, C.
433
434
VOL. 20 NO. 3
CHOU, C.
435
436
Acknowledgment
References
VOL. 20 NO. 3
Learning from our own experience. Teaching and
Teacher Education, 24(1), 104-116.
Giles, C., & Hargreaves, A. (2006). The sustainability
of innovative schools as learning organizations and
professional learning communities during standardized
reform. Educational Administration Quarterly, 42(1),
124-156.
Gould, M. (2008). Teacher as researcher: A paradigm for
professional development. Kappa Delta Pi Record,
45(1), 5-7.
Grossman, P., Wineburg, S., & Woolworth, S. (2001).
Toward a theory of teacher community. Teachers
College Record, 103(6), 942-1011.
Hargreaves, A. (1997). From reform to renewal: A new
deal for a new age. In A. Hargreaves & R. Evans (Eds.),
Beyond educational reform. Bringing teachers back
in (pp. 105-125). Buckingham, UK: Open University
Press.
Hendricks, C. (2006). Improving schools through action
research: A comprehensive guide for educators. Boston:
Pearson.
Johnson, A. P. (2005). A short guide to action research (2nd
ed.). Boston, MA: Allyn & Bacon.
Kemmis, S., & McTaggart, R. (1988). The action
research planner (3rd ed.). Geelong, Australia: Deakin
University.
King, M. B., & Newmann, F. M. (2000). Will teacher
learning advance school goals? Phi Delta Kappan, 81,
576-580.
Kooy, M. (2006). The telling stories of novice teachers:
Constructing teacher knowledge in book clubs. Teaching
and Teacher Education, 22(6), 661-674.
Krashen, S. D. (1985). The input hypothesis: Issues and
implications. New York, NY: Longman.
Kwakman, K. (2003) Factors affecting teachers participation
in professional learning activities. Teaching and Teacher
Education, 19(2), 149-170.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry.
Newbury Park, CA: Sage.
Little, J. W. (1982). Norms of collegiality and
experimentation: Workplace conditions of school
success. American Educational Research Journal,
19(3), 325- 340.
Little, J. W. (1993). Professional community in
comprehensive high schools: The two worlds of
academic and vocational teachers. In J. W. Little &
M. W. McLaugh (Eds.), Teachers work: Individuals,
colleagues, and contexts (pp. 104-136). New York, NY:
Teachers College Press.
Little, J. W. (2003). Inside teacher community:
Representations of classroom practice. Teachers College
Record, 105(6), 913-945.
Marshall, C., & Rossman, G. (1989). Designing qualitative
research. Newbury Park, CA: Sage.
Marsick, V. J., & Watkins, K. E. (1999). Facilitating
learning organizations: Making learning count.
Aldershot, England: Gower.
CHOU, C.
437