Teachers' Professional Development as a Process of Critical Action Research

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1 Educational Action Research ISSN: (Print) (Online) Journal homepage: Teachers' Professional Development as a Process of Critical Action Research Pilar Ruiz De Gauna, Capitolina Diaz, Valentin Gonzalez & Isabel Garaizar To cite this article: Pilar Ruiz De Gauna, Capitolina Diaz, Valentin Gonzalez & Isabel Garaizar (1995) Teachers' Professional Development as a Process of Critical Action Research, Educational Action Research, 3:2, , DOI: / To link to this article: Published online: 11 Aug Submit your article to this journal Article views: 210 View related articles Citing articles: 2 View citing articles Full Terms & Conditions of access and use can be found at Download by: [ ] Date: 18 November 2017, At: 08:05

2 Educational Action Research, Volume 3, No. 2, 1995 Teachers' Professional Development as a Process of Critical Action Research PILAR RUIZ DE GAUNA, CAPITOLINA DIAZ, VALENTIN GONZALEZ & ISABEL GARAIZAR University of the Basque Country, Bilbao, and University of Oviedo, Spain ABSTRACT In Spain, in the last few years, continuous teacher education has shifted from concentrating on a technological paradigm to developing new approaches which regard the teacher as the main agent of change and curriculum innovation. From this perspective we suggest a programme of professional development based on Habermas' Critical Theory and on a process of action research in which the teachers are involved as active subjects of their own learning. This article describes in the first place, a theoretical background that contemplates the change In school practice as Interrelated with professional development, and In the second place, the process of action research that we have observed in a preschool (children from 3 to 5). Two aspects can be singled out which have attracted our Interest: 1. A reflection on the method which allowed us to act as subjects of an action research process based on a hermeneutic spiral. 2. An analysis of the specific phases in which not only the investigators, but also all the teachers of the school participated. We can distinguish the following phases: 1. The teachers of the school demand a change. 2. The details of working in an action research project are negotiated. 3. The role of the participating research team is defined. 4. Group awareness and global perception of the school are gradually being developed. 5. All members of the group are engaged in negotiations about an educational project for the school. 6. The changes are implemented in the curriculum of the school. 183

3 PILAR RUIZ DE GAUNA ETAL The Concept of Change in Professional Development In recent years, Spain just like other European countries has carried out a major Reform in the educational system. It is not our aim to analyse the educational Reform in this article. We would like to point out, however, that any reform leads to changes not only in the structure of the educational system, but also in the learning objectives, teaching methods, etc. (Mlnisterio de Educacion y Ciencia, 1987). Social and educational change puts the teachers in a position in which they have to face situations and tasks for which they are not prepared and have not been socialised. SchQn underlines that these situations are problematic and characterised by uncertainty, confusion and vagueness (Schon, 1992). This course of events lets us perceive the person of the teacher from an entirely new angle, that is as the main figure of educational innovation. It means for us as teacher trainers that we have to take on the challenge to work on professional development programmes which involve the teacher in the change and which convert him or her Into an active agent rather than a mere receiver of the Reform. In which context is change to be understood? Our humanistic understanding of the world lets us perceive social reality in a constructivist way. This mean that social reality does not have a static, rigid and predetermined structure, but is constantly changing, as well as dynamic and unpredictable. Historic and social change is an example of this dynamism. However, when referring to change in the present, it is necessary to bear in mind its speed on the one hand, and, on the other, to regard ourselves as the makers as well as the result of a society which is continuously undergoing change. These two elements lead to a "qualitative difference in the character of change" (Postman & Weingartner, 1981, p. 27) if compared with the far-reaching transformations which, for instance, took place in the seventeenth and eighteenth centuries. Due to this difference, current change can be considered to be one of the most Important features of the world we live in. Therefore, to talk about education and, more specifically, about teacher education and professional development without taking into account the element of change, means, from our point of view, to ignore one of the principles which might help to develop innovative concepts and ideas in the field of education. It should be remembered, though, that on a personal level it is not always easy for change to take place. This is so because there are external factors which might function as obstacles to change, although the individual is perfectly aware of the necessity for change to take place. Administrative institutions as representatives of the State, for example, have always been among those factors that constituted a major impediment to change; it is in line with their reproductive function to contribute to the maintenance of the system and corresponds to their entroplcal nature (Stenhouse, 1987; Carr & Kemmis, 1988; Apple, 1990). 184

4 TEACHERS' PROFESSIONAL DEVELOPMENT In relation to these administrative institutions we wish to give prominence to the school, the social function of which Is of great importance, although it could be one of the stumbling blocks on the way to educational change. In this sense, Giroux emphasises: "In the first place, schools function as agents of social reproduction, producers of obedient workers for the state. Knowledge is normally perceived as a part of the creation of false consciousness and teachers appear to be prisoners of a situation which cannot be altered" (Giroux & McLaren 1990, p. 247). Still, if we want to work towards change, as teacher trainers we have to devise professional development programmes which are likely to trigger off that change. Therefore, we shall start off by considering teachers as knowledge producers and not as knowledge reproducers. How exactly ought we to work in order to make headway towards this concept of change? Starting from our experience in the field of teacher education we propose to work on professional development programmes which focus on the school and view the teachers as an active agent of his/her own education and learning. School-focused staff development certainly is one of the most significant possibilities to promote teacher education, because it favours continuous personal and professional development in an atmosphere of respect, help, freedom and social responsibility. This way staff development becomes a purpose in itself (Dillon-Peterson, 1981). We understand school-focused teacher development as a combination of all the activities that make up a programme of continuous education and that aim for an improvement of the teacher's knowledge, skills and capacity. These activities also have a positive long-term effect on the school as well as the teachers. Staff development programmes can refer to different units or subunits within an educational organisation: In the case of primary education, to the school; in secondary education, to the teachers of the same subjects; and in Higher Education, to the department or faculty. All these units or sub-units have an organisation with a large number of idiosyncratic features which are not easily conceivable by external Innovators coming from different educational communities. Therefore, Kemmis speaks of the possibility of critical communities which emerge from their own educational community and establish themselves within the entire educational network. They trigger off change through their way of understanding social relations and, in general, the form of Interaction between man and environment (Kemmis, 1992). If we speak of school culture, we recognise that there are organisational structures, forms of interrelationship, schemes of action, and systems of beliefs and values in every school, department or faculty which represent a specific course of action, and a particular and Idiosyncratic reality. They are specific although they share certain characteristics. The organisational units or sub-units mentioned above are not an abstraction of individuals, but concrete organisations with their own history shaped by the actions of concrete individuals. These Individuals also set up relationships between themselves and produce the symbolic objects which 185

5 PILAR RUIZ DE GAUNA ET AL identify a particular culture. So when we say that schools modify their educational practice, we actually refer to the contribution that every teacher makes to this process. "Thinking of the development of a school is the same as referring to staff development" (Jones et al, 1989). In the context of change and professional development we are now going to present a project of staff development. Description and Analysis of a Staff Development Experience The project of school-focused staff development which we are going to describe in this article commenced in the state school El LLano In October This school Is situated In Barakaldo (a province of Bizkaia) in an urban industrialised zone of the Basque Country; the area is suffering very much from the consequences of industrial decline. El LLano has 230 pupils aged between 3 and 5. Although it is a small school in terms of the number of staff - there is a team of twelve teachers - Its organisation Is rather complex as lessons are taught in accordance with three linguistic models (model A: subjects are taught in Spanish; model D: subjects are taught In Basque; model B (bilingual): subjects are taught in Spanish as well as in Basque); these models make It more difficult to fully coordinate the teachers. Describing a project of this kind often Is rather difficult, especially If the authors have been personally involved in the process, because there are not only mere facts that can easily be reported, but also subjective impressions, feelings and experiences that make sense only in a particular context. Outside that context It is difficult to explain them, though. Bearing in mind this limitation, we consider it Important to concentrate on the following two aspects of the process: (1) our working method, and (2) the most relevant phases which characterised the process. Working Method Our working method followed the pattern of action research, all the time applying Aristotle's basic notion of praxis. We define the latter as the possibility to go beyond the limits of the single practical act as well as theoretical study. This type of learning is based on the principle that practice Is shaped with the help of theory and vice versa, so that the former does not become a mere exercise of social physlocracy nor the latter something empty without a context. In addition to this we based our action research on Habermas' Critical Theory and Theory of Communicative Action. Critical Theory lays great stress on the necessity of a kind of praxis that does not alienate autonomous thinking; the teaching Is to be aware of contradictions. This theoretical frame enabled us to look Into the reasons and purposes of education. It also allowed us to go beyond the limits of the classroom, thereby moving on to wider contexts. This way we were able to analyse our understanding of and concern for education, and Its social role. 186

6 TEACHERS 1 PROFESSIONAL DEVELOPMENT Along the same line Carr & Kemmis state that Educational theory with a critical perspective ought to be orientated towards a transformation of the way teachers see themselves, and their own situation In order to allow them to recognise and eliminate factors which frustrate their educational goals and intentions. It should also be orientated towards transforming situations which obstruct the achievement of educational objectives, perpetuate Ideological distortions and make rational and critical work In educational situations Impossible. Therefore, we understand professional development as a process of "therapeutic self-knowledge" (Carr & Kemmis, 1988), which allows us to make use of its potential of self-observation and critical self-reflection. In order to initiate a process of critical self-reflection, we utilised Habermas' distinction between speech or communicative action and discourse. In this sense, Habermas maintains "... that the only acceptable motive is the search for truth through co-operation.... Discourse does not produce anything but arguments" (Carr & Kemmis, 1988, p. 154). The discourse can only be veritable and rational if the arguments agreed upon stem from discussions between free participants. This ideal type of dialogue let us see the necessity to create a democratic atmosphere of discussion with a free flow of Ideas and arguments, an atmosphere which made us feel free from threats, domination, manipulation or control. The process of staff development that we followed in the El LLano school will be described in this article. The Stages of the Process Teachers demand change. The first years of the Educational Reform mentioned above convinced the teachers that they would have to change their educational practice. This is how the staff of the El LLano school described the main reason for them becoming Involved in a professional development programme - which was subsidized by the Basque Government: We felt concerned about being protagonists of the reform and not just receivers of those changes that others had made in different contexts.[l] A crucial aspect of the project was the fact that the teachers of the school had set off the process of change In the first place. From the very beginning this characteristic made them conceive educational innovation as a result of their own effort and not as something Imposed from an external Institution. The latter is one of the main reasons why most innovations In this field are bound to fail. It is well-known that an Imposed change may be experienced as a threat and may meet staff individual opposition. An Important factor to work In this kind of programme appears to be motivation, the contents of which might vary from case to case. In our group the teachers were motivated because of the specific needs they had at the time and which they defined like this: 187

7 PILAR RUIZ DE GAUNA ETAL The immediate mottvattonfor our taking part in a project of such a magnitude derivedfrom our everyday practice at school and from what we were observing day after day in relation to the methods and documents that determined our activities. They did not work any more because they had become obsolete. Hence the necessity to modify them and to bring them up to date. At the same time we wanted to take into account the corresponding educational norms of the Reform and the specific character of our centre and its environment, as well as the teachers' peculiarities and needs. We did not want to give in to the type of routine which slows down renovation and change. There was much uncertainty at the beginning of the project since practically none of the teachers Involved had ever participated in a Joint activity of professional development. Only very few of them had tried before to Introduce an educational innovation on an Individual basis. For this reason they got In touch with an external agent. In this case with a lecturer from the Institute for Educational Science (ICE) at the University of the Basque Country. This Institute specialised In professional development programmes for teachers. The demand we received from the teachers was very concrete: We need a lecturer or professor to help us perform a process of professional development focused on our centre. We (the authors of this paper) accepted and started working. Throughout the first two weeks we had various Informal meetings with the co-ordlnator of the project and with the rest of the teachers in order to find out exactly what they wanted and what expectations they had with regard to the planned professional development activity. These Initial contacts also fulfilled the function of establishing a good working relationship between teachers and the external agents. At the same time there were parallel meetings between the coordinator and the teachers. They agreed that all of them would directly take part in the project and that the external agents should be present in all working meetings. Another issue to be settled was the question how much time every teacher would be prepared to dedicate to the project. A consensus was reached to meet every Tuesday from 12 a.m. to 2 p.m., a time that meant that the professional development would take place out of working hours. Having reached these agreements it was possible to begin the staff development programme. From that moment on we became a permanent part of the team for the next two years. At present the teachers continue working alone in the development programme which was especially designed for their school. Negotiating the working method. Two questions have to be pointed out at this stage: (1) the entry of the external agent; and (2) the direction of work which we were about to follow. 188

8 TEACHERS' PROFESSIONAL DEVELOPMENT The external agents proposed that we should continuously be Involved In the work of the team and this way become participating researchers. Consequently, the researcher would play the same role as the other members of the team in the process of the investigation - that is to say, in the elaboration of knowledge. However, it was agreed upon that the external investigator should not take part in ultimate decisions which would imply concrete transformations. The teachers decided that they would Initiate these changes on their own. Our first objective was the creation of a framework of learning that would establish a critical community of teachers. In order to achieve this we suggested, as we have pointed out before, a working method which was based on critical action research. This way we established a link between theories and experiences from other contexts on the one hand and our own ideas on the other. That is to say, we started to work on a reflection process comparing our own ideas and experiences, and discussing what we were reading with other members of the group. Following this procedure we (teachers and facilitator) were reconstructing our knowledge in a reflective Interactive process of changing our frame of reference cooperatively, enhancing the plurality of points of view from which problems are focused. After several working sessions the teachers, who had never worked before In this manner, decided to continue with this working method. At this stage we began to regard the process as: a dynamic of action research enabling us to Interrelate theory and practice; an investigation Into the practice and the situation which surround us; a negotiation as a form of reaching consensus among all participants; a form of personal involvement of all members of the team. Following Carr & Kemmis we hold that action research is a form of self-reflection that the participants of social situations perform in order to improve the rationality and fairness of their own practice, as well as the way they understand that practice and the situations that surround it. The role of the participating researcher. In the case study we are describing here, it was the role of the participating researcher to help set up a framework of learning within which it was possible to carry out a dialectic process of group reflection. So our work as participating researchers ascribed a professional - not an instrumental - role to us, since the researcher does not Interact with things, but with human beings who think and act as a result of a great variety of interests. As there is continuous interaction between these beings, they are In a permanent process of self-transformation (Pask, 1975). We started out from the assumption, that nothing Is learnt if it is not discovered (constructivism) and that we discover things through people that become important to us (symbolic interactionism). This type of learning, which we proposed to the group, is based on the teacher's personal change and Is related with his/her capacity of permanent 189

9 PILAR RUIZ DE GAUNA ET AL subjective Introspection. This capacity allows us to be always aware of the significance of what we are doing and why we are doing it, and to see the implications of our actions. It appears to be an inherently human capacity as the human being constitutes a system of self-reflection (Navarro, 1991). Within this framework of learning we regard the teacher to be a creative professional who has to respond all the time to complex, unforeseen situations. In this respect we understand that the control of uncertainty depends very much on the teacher's skills. It Is good, but at the same time difficult to grow up with freedom In a situation with a large number of possible alternatives. In this situation an effort should be made to opt for the alternative that leaves open the largest number of possible options (Von Foerster, 1981). Following these considerations we hold that human knowledge (based on discovery and significance) is contextual and leads to unique and Instantaneously different practice. It is only of relative use for similar knowledge or practice; that is to say, it cannot be transferred mlmetlcally. In summary, we adopted an approach that underlined the significant action of the subject. At the same time we assumed that the sense which this subject gives to his/her actions is mediated by unique interactional contexts. This position, present throughout the whole process of professional development, distinguishes Itself from the point of view according to which human behaviour is based on actions mediated by constants that arise from the subject's social position. Without denying the determinant power of the structures for our roles, we maintain, however, that these structures are of secondary relevance if compared with the significant action of human behaviour. Establishing group consciousness. A professional development programme can only work well if the teachers involved form a cohesive group. Working in the same school does not mean that they constitute a cohesive group. For this reason it was necessary to let some time go by so as to give us the possibility to establish a certain group consciousness; we wanted the teachers to feel more of a unit than the sum of individual parts. At the beginning of the process individually was one of the characteristics that prevailed in this group. We considered this to be quite normal, as the teachers were not used to working as a team. In our conversations the teachers referred to 'her/his' classroom; only on very few occasions did they make reference to the school as a whole. It took some time before the teachers changed from "my classroom" to the wider context "my school". It is interesting to observe how the teachers saw these early stages of the development process and how they became more and more involved In it. Sticking to our initial approach we shall make use of our field notes: "During our first sessions the teachers gave expression to a large number of doubts. Then they began to present their ideas about the educational Reform, stating which areas of contents they considered worth studying... At the same time there were a number of questions about their personal situatlon".[2] Teachers said: 190

10 TEACHERS' PROFESSIONAL DEVELOPMENT What is going to happen to those teachers of the school that are not on afixed contract?... How much time will we have to dedicate to this project?... What exactly do we want to do? Furthermore, they asked other sorts of questions which they answered themselves: Do we enjoy what we are doing in ourjob?... Are we satisfied with what we are doing?" These different views of looking at their professional situation helped us to become engaged In an activity that aimed at revising different aspects of the school. At this point every teacher pointed out those aspects she or he enjoyed least. Within one week they managed to carry out a genuine evaluation of their school. We cannot describe all the aspects they mentioned In the discussion, but we are going to cite the most important ones: Group decisions are not translated into individual action, that is to say, it may be possible to reach a group consensus, but later everybody does what she or he wants to... There is a lack of global vision in may school.. We always say 'my class' but never 'my school'... Our school does not have a real autonomy; there are many external norms that we cannot change... There are no proper documents in the centre which would allow us to share our concerns with other colleagues. We don't know how the other teachers work. At best we work in small groups, but there is no co-ordination between them. The above discussion is an example of the already mentioned construction of knowledge on the basis of personal experience, in a working environment that enables self-reflection and interaction with colleagues. In other words, the public discussion of one's practice in front of others' practices enables the development of a self-autonomy. The teachers who participate In professional development of this type (action research and communicative action) are able to solve problems of their own practice, and at the same time, build up their own knowledge. The value of this knowledge is not only the final consensus worked out by the teachers' team, but the knowledge which is being generated step by step. Therefore, In these processes, the medium is also the message. It is convenient to remember at this point that this change of school practice in an action project is guided by an ethical orientation. In our observation, it was evident that discussions, like the one above, helped to gradually clarify the teachers' views of their school. At the same time their attitude changed from an Individualistic conception of 'my' class to a more global vision of their school as a whole. We also broadened our knowledge of the school through the discussion. As we had become very interested in the contents of this sort of debate, we decided to carry on with the evaluation of the school for approximately two months. 191

11 PILAR RUIZ DE GAUNA ETAL Once the diagnosis was complete, It was decided to concentrate efforts on the development of the educational programme. [3] This programme was necessary because until that moment the centre had only seen Annual Plans which were a collection of objectives, contents and methodology, rather than a description of the philosophy of the school. Using the Annual Plan as an instrument of analysis and debate, the teachers made a number of comments upon which they all appeared to agree: we are not satisfied with the Plans that we work out year after year because there is no co-ordination between the different parts. Without reaching a more global perspective it is nothing but the swn of individual ideas. Designing an educational programme. After six or seven months the teachers started asking themselves about the type of school that they wanted. They were also wondering how it would be possible to increase parents' participation not only in the school in general, but also in the programme they were working In. We felt that the group had begun a real process of critical reflection at this stage, since the horizon of the discussions opened up Including wider social and political matters. The members of staff had even taken on the commitment to transform their school. Habermas states that a social science can be called critical if it goes beyond criticism to include critical praxis. In this form of praxis learning directly results in an action of social transformation. Therefore, theory and practice have to be Integrated in a dialectic process of reflection, learning and political struggle; a process which social groups carry out In order to achieve their own emancipation (Gonzalez, 1992). At this stage the facilitator and the teachers found It necessary to discuss and determine collectively the following issues in the group: "What kind of school do we want? Which organizational structure and identity should it have? Which structures condition us when taking decisions?" In other words, we were about to start to discuss the reasons and purposes of education. We do not want to explain the entire debate here, but we would like to stress that it was a very long process that lasted for almost two years. In this process not only the teachers' thoughts and values, but also their teaching philosophy were exposed to critical reflection and negotiation. It was a free and democratic process, in which everybody had the opportunity to express his/her opinion. The group managed to overcome certain moments of tension without major difficulties. Nowadays, the El LLano school has its own educational programme which has been worked out and agreed upon by all teachers and parents In a process of negotiation. Therefore all agents involved identify with the educational programme and consider themselves to be part of a school they have helped to define. The elaboration of this programme also triggered off other activities such as developing the syllabus of the school. They intend to finish It in the coming academic year, and during they expect to develop the specific plan for each classroom. It will be the second level of the educational project. Eventually, they wish to reach the classroom itself. At that moment 192

12 TEACHERS' PROFESSIONAL DEVELOPMENT they will be able to speak of a coherent school with well-coordinated teachers or professionals who create their own conceptions and put them Into practice. Implementing the agreed changes in the curriculum of the school The implementation of the changes the teachers had agreed upon was a progressive process. In other words, after reaching a consensus on a particular part of the educational programme, this part was introduced In the curriculum of the school. All teachers had committed themselves to evaluating those changes. Thus, this process did not have a definite character, but it entered a hermeneutlc spiral. As a matter of fact, it is already possible today to observe some transformations In the organisational structure of the school as a result of the changes agreed upon at the very beginning. However, this process, too, Is unfinished and still going on. Finally, we wish to point out other changes which we have detected: Changes In own self-perception through reflection and by critically reviewing their Ideas in practice and about practice. By leaving their individualistic position behind the teachers, together we became agents who were conscious of change in a group of action. Changes in the curriculum of the school and in teaching; the relationship between parents and teachers has improved as a result of that development. Cooperation in the school has Increased so that there Is a good working atmosphere now. In summary, we can state that many different areas of the school have been perfected through the professional development of its teachers. We are certain that these improvements will have a positive effect on the social environment of the school. Acknowledgements This article was presented at the International Didactics Conference 'Rethinking Education' in La Coruna, Spain, September Correspondence Capitolinà Diaz, Departamento de Economia, Fac. de CC Economicas y Empresariales, Universldad de Oviedo, Avda. del Cristo s/n, E Ovledo, Spain. 193

13 References Apple, M.W. (1990) Trabajo, ensenanza y dlscriminación sexual, in Th. S. Popkewltz (Ed.) Formación de profesorado. Servicio de Publicaciones de la Unlversldad de Valencia. Carr, W. & Kemmls, S. (1988) Teoria aitica de la ensenanza. Barcelona: Martinez Roca. (Original title, 1986: Becoming Critical. Victoria: Deakln University Press). Dillon-Peterson, B. (1981) Staff Development/Organization Development, Yearbook. Washington: ASCD. Giroux, H. & McLaren, P. (1990) La Educacion del Profesorado como Espado Contrapublico: Apuntes para una Redeflnlclon, in Th. S. Popkewltz (Ed) Formaddn de profesorado. Servldo de Publicaciones de la Universidad de Valencia. Gonzalez, V. (1992) Proyecto Docente (unpublished). Dpto. Teoria e Historia de la Educacion. Unlversldad del Pals Vasco. Jones, K, Clark. J.. Figg. G., Howarth, S. & Reid, K. (1989) Staff Development in Primary Schools. London: Basil Blackwell. Kemmis, S. (1992) Conferencias y Seminarios impartidos en las Universidades de Valladolld y Pais Vasco. (unpublished) Mlnisterio de Educacion y Clencia (1987) Plan de investlgacidn educattva y de formacidn del profesorado. Madrid: MEC. Navarro, P. (1991) Tlpos de slstemas reflexivos, Suplementos Anthropos. 22, pp Pask, G. (1975) Conversation, Cognition and Learning. Amsterdam: Elsevier. Postman, N. & Welngartner, C. (1981) La ensenanza como actividad aitica. Iibros Confrontacion. Barcelona: Fontanella. (Original title, 1969: Teaching as a Subversive Activity. New York: Delacorte Press.) Schon. D. (1992) Ijxformacibn de profesionales reflexivos. Madrid: Paidos/MEC. (Original title, 1987: Educating the Reflective Practitioner. Jossey-Bass. Stenhouse, L. (1987) Investigation y desarrollo del curriculum. Madrid: Morata. (Original title, 1981: An Introduction to Curriculum Research and Development London: Heinemann. von Foerster, H. (1981) Observing Systems. Seaside: Intersystems Publications. 194