Action research training as a professional development strategy in primary schools : a case study of Bikita District in Zimbabwe

Abstract

Teachers, like all professionals, need continuous professional development and learning to keep improving on their practice. However, teacher continuous professional development and learning can be elusive if the modalities to provide it are not well thought out and provided for. In the context of this research study, the modalities for continuous professional development have included a few hours, half a day, one day to three or so days. Thereafter, teachers return to their schools and classrooms. As there is evidence that this modality has not led to significant impact on teacher practice in the classrooms, this study was aimed at developing a proposal for a framework for continuous professional development for teachers rooted in action research. The thesis presents a conceptual framework of teachers as professionals, learners, researchers and reflective practitioners. Teacher efficacy, transformative learning, social constructivism and action research theories underpinned this research study. All have influence on teacher continuous professional development but with different impacts. The research study, framed in a qualitative case study, situated in Bikita District, Masvingo Province in Zimbabwe, collected data using semi-structured interviews, focus group discussions and document analysis. The participants were purposively selected from school inspectors, head teachers and teachers who took part in a pilot project that trained participants and supported them in using action research to better understand and appreciate the dynamics in their schools and classrooms. To make sense of the data collected, NVivo software was used. The research findings confirm the benefits in existing literature about action research in addition to indicating further benefits novel to the case study. The benefits of engaging in action research include empowering the teacher on several fronts such as problem identification and resolution, professional growth, reflective thinking, self-critique, solution-oriented thinking, self-criticism and taking responsibility for their actions. Training in action research expanded the teachers’ pedagogical repertoire and enabled them to collect their own data to use in making decisions about their schools and classrooms. When the competence based curriculum was introduced, the action research trained teachers reported that they had confidence to face the challenges as solution seekers. Research participants suggested making action research school-based, anchored in collaborative Communities of Practice and crucial to enhance the promotion of action research, followed up on in the Narrative Supervision Instrument for the Teacher. These findings speak well to the proposed Action Research Continuous Professional Development Framework (ARCPDF) for primary school teachers.