Feb 12, 2013

Do the Teachers need to Research their Own Teaching ?

By Marsigit

As a teacher we sometimes found the problems of: (1) covering the various needs of academic competencies, (2) promoting students active ways of learning. For the teachers, a certain research may help them to develop model for mathematics teaching. A rather old reference, Cockroft Report (1982) suggested that good teaching practice in all level of mathematics education should give opportunities for exposition by the teacher, discussion between teacher and pupils and between pupils themselves, appropriate practical work, consolidation and practice of fundamental skills and routine, problem solving, including the application of mathematics to everyday situations and investigational work.

The purpose of educational research can be to actively improve practice of mathematics teaching on the basis of ideal position of good model of secondary mathematics teaching and on the basis of assumption that the teacher can learn and create knowledge through his/her concrete experience and observing and reflecting on that experience. The striking benefits of the research therefore is that understanding of the teacher and the situation of teaching learning processes is to be improved. Teacher is perceived to be co-worker in doing research and the researcher is not considered to an outside expert. Thus, the approach of the research is an evaluative-reflective-participatory-critical collaborative inquiry of teaching.

The process of a certain research may include problem analysis and a strategic plan, implementation of a strategic plan, observation and evaluation of the action by appropriate methods and techniques, reflection on the results of the evaluation and on the whole action and research process (Zuber and Skerritt, 1992). Due the process lead of a new problem hence the researcher sometimes need to develop cycle of planning, acting, observing and reflecting.

The researcher needs to fill in the specific conditional features for each level that partaining to the chosen area of action. Although there are multiple perspectives from which research on teaching can be approached and multiple interpretations of teaching act, one underlying theme needs to be more adequately addressed (Koehler and Grouws in Grouws, 1984). An educational research may bound territory in which events or processes occur over a specified period.

Specifically, action research may cover the following action (Zuber and Skerrit, 1992) : (1) identifying and analyzing problems arising in mathematics teaching learning processes, (2) designing the strategies for solving the problems as a results of symmetrical communication among the researchers and the teacher, (3) implementing and testing the strategies, (4) evaluating the effectiveness of the strategies, (5) reflecting the results, (6) arriving at conclusion and/or newly identified problems, (7) repeating the cycle until they were with the improved practice, (8) reporting the findings.

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