Action research mentoring for Action research mentoring for supporting professional development supporting professional development

of teachers as learners in Croatian of teachers as learners in Croatian educational contexteducational context

Branko BognarBranko Bognar

My professional wayMy professional way

I started my professional career in the fall I started my professional career in the fall of 1987 as of 1987 as teacherteacher in small school 50 km in small school 50 km from Zagrebfrom Zagreb..

A need for learningA need for learning

Despite my wish to improve quality of my Despite my wish to improve quality of my teaching and beginning successes after teaching and beginning successes after two years I came across two years I came across lack of new lack of new ideasideas. I have also realized how . I have also realized how my formal my formal education was only enough for education was only enough for survivingsurviving but not for inventing new but not for inventing new possibilities. Therefore I started with possibilities. Therefore I started with learning learning inin more or less formal way more or less formal way..

My nMy new role as pedagogueew role as pedagogue After my pedagogy study, After my pedagogy study,

which I completed while I which I completed while I was working, I was hired as was working, I was hired as a school pedagogue in a a school pedagogue in a primary school “Vladimir primary school “Vladimir Nazor” in Slavonski Brod. Nazor” in Slavonski Brod. In my new role as a In my new role as a pedagogue I have tried to pedagogue I have tried to assist teachers in assist teachers in introducing changes whintroducing changes whichich aim was to break from the aim was to break from the boundaries of traditional boundaries of traditional teaching. teaching.

Professional information is not enough Professional information is not enough to start educational changesto start educational changes

I believed that the most important factor in I believed that the most important factor in accomplishing this task was continued professional accomplishing this task was continued professional development. In spite of the quality of different forms development. In spite of the quality of different forms of professional development and teachers wishes for of professional development and teachers wishes for learning and changes, teaching practice did not learning and changes, teaching practice did not changed significantly – teaching still retained the form changed significantly – teaching still retained the form in which teachers were oriented to meet official in which teachers were oriented to meet official program with little effort to develop different children’s program with little effort to develop different children’s capabilities and especially their creativity. capabilities and especially their creativity. I realized I realized how professional information, on which is how professional information, on which is professional development of teachers mostly professional development of teachers mostly reduced, is not sufficient for reduced, is not sufficient for the the true educational true educational changes.changes.

Reasons for starting Reasons for starting a new projecta new project

That is why I decided to start a project That is why I decided to start a project which would, in addition to professional which would, in addition to professional information, include reflective approach in information, include reflective approach in education, improve teacher’s capabilities, education, improve teacher’s capabilities, and assist them in creating their and assist them in creating their pedagogical vision, plan of changes and pedagogical vision, plan of changes and questioning their accomplishment based questioning their accomplishment based on gathered information. on gathered information.

The role of a teacher in Croatian The role of a teacher in Croatian schoolsschools

The role of a teacher as a The role of a teacher as a reflective practitioner or an reflective practitioner or an action researcher in Croatia action researcher in Croatia is still insufficiently is still insufficiently appreciated and promotedappreciated and promoted..

The teacher as mediator or The teacher as mediator or technicianstechnicians

In our country, the teachers In our country, the teachers are most frequently are most frequently perceived as mediators or perceived as mediators or technicians whose task is technicians whose task is to prepare and implement to prepare and implement the tuition based on the tuition based on devised out-of-school devised out-of-school expert instructions. Their expert instructions. Their role is more artisan-like, role is more artisan-like, being less professional and being less professional and creative.creative.

Action researches enables Action researches enables improvement of practiceimprovement of practice

Action research enables the teachers, along Action research enables the teachers, along with other education-process participants with other education-process participants (students, parents, expert confreres), to (students, parents, expert confreres), to initiate the changes aiming at the initiate the changes aiming at the improvement of educational practice as well improvement of educational practice as well as personal emancipation. Emancipation as personal emancipation. Emancipation implies liberation of invisible limitations implies liberation of invisible limitations caused by prejudices, compulsion, and caused by prejudices, compulsion, and ideology.ideology.

Living action resLiving action reseearchesarches Whitehead argues for living approach to Whitehead argues for living approach to

educational theory which is “growing in the living educational theory which is “growing in the living relationship between teachers, pupils and relationship between teachers, pupils and professional researchers and embodied within professional researchers and embodied within their forms of life.” (Whitehead, 1989a, p. 3) It is their forms of life.” (Whitehead, 1989a, p. 3) It is the value laden practical activity to difference of the value laden practical activity to difference of the traditional science approaches which intent the traditional science approaches which intent to be of neutral value. Neglect of our values to be of neutral value. Neglect of our values could impel us to undertake the action to change could impel us to undertake the action to change that situation. In the same time values serve as that situation. In the same time values serve as the criteria for assessing results of ours the criteria for assessing results of ours activities. (Whitehead, 1989b, p. 3) activities. (Whitehead, 1989b, p. 3)

My valuesMy values

I wanted to fully realized I wanted to fully realized the the following following values in my practice:values in my practice:

Education based on freedomEducation based on freedom Future oriented educationFuture oriented education Emancipatory educationEmancipatory education Communicational actingCommunicational acting

My living contradictionMy living contradiction

My role of pedagogue – professional adviser - My role of pedagogue – professional adviser - has not often been in accordance with my has not often been in accordance with my values: values: freedom, future oriented, emancipated freedom, future oriented, emancipated and communicational educationand communicational education. .

At that time I lost my time dealt with timetables, At that time I lost my time dealt with timetables, statistics, servicing the computers, writing letters statistics, servicing the computers, writing letters and reports. In this manner my values were and reports. In this manner my values were neglected in my practice. Obviously, it was my neglected in my practice. Obviously, it was my living contradictionliving contradiction..

Certainly, not all my Certainly, not all my values were neglected. values were neglected. I’ve done many jobs I’ve done many jobs which were in which were in accordance with my accordance with my values. For example I’ve values. For example I’ve organised workshops, organised workshops, helped teachers to helped teachers to improve their teaching, improve their teaching, helped teachers and helped teachers and students in using the students in using the computers etc. computers etc.

HHow could I improve my practice as ow could I improve my practice as a pedagogue (professional adviser)a pedagogue (professional adviser)??

With my aim to live my values fully, I invited 18 With my aim to live my values fully, I invited 18 teachers from several elementary schools to join teachers from several elementary schools to join and start with action research project with main and start with action research project with main question:question:

““How can I help teachers and myself to How can I help teachers and myself to undertake, in our circumstances, the new undertake, in our circumstances, the new role of the reflective practitioner and the role of the reflective practitioner and the action researcher who is capable to improve action researcher who is capable to improve one's own practice?”one's own practice?”

The projectThe project

The Project started in spring 2000 years and The Project started in spring 2000 years and officially finished in spring 2002 years. officially finished in spring 2002 years. Unofficially we have never finished Unofficially we have never finished the the project.project.

We divided the project in two parts. In the first We divided the project in two parts. In the first part, we realized ten workshops which aim was part, we realized ten workshops which aim was teacher’s learning and practicing new skills. We teacher’s learning and practicing new skills. We dealt with themes just as Confrontation with the dealt with themes just as Confrontation with the risk of change, the Reflective Teacher, Multiple risk of change, the Reflective Teacher, Multiple Intelligence, Vision of Future School and so on. Intelligence, Vision of Future School and so on.

Example of one Example of one workshop in the first workshop in the first part of the project part of the project

Structure of the workshop “Dealing with the risk of changes”

1. Associating of teachers at the beginning of workshop.

2. Teachers introduced themselves.3. I introduce the topic of workshop.4. I prepared worksheets in advance.5. Teachers talked about their

experience with changes in their practice.

6. Participants tried to determine positive and negative sides of changes (group working).

7. They made presentation.8. Spokespersons reported common

conclusions.9. Teachers’ discussion about their

positive and negative experience with changes.

10.Arrangement over a date for the next meeting.

My living contradicitionMy living contradicition

My roleMy role during that period was predominant. This fact during that period was predominant. This fact was in contradiction with my values (emancipation) but was in contradiction with my values (emancipation) but that was in the tune with the teacherthat was in the tune with the teachers’ s’ awaiting. awaiting.

0,00%

10,00%

20,00%

30,00%

40,00%

50,00%

60,00%

70,00%

First part of project Second part of project

Informal activities

Silence or mess

Teachers' activities

Facilitator's activities

Results of first part of projectResults of first part of project

During that period teachers visited each others’ During that period teachers visited each others’ lessons and discussed about that. They lessons and discussed about that. They hesitated to speak honestly about problems hesitated to speak honestly about problems which they observed. The first part of the project which they observed. The first part of the project was easier and a more appropriate way of was easier and a more appropriate way of professional development for more teachers, but professional development for more teachers, but they were less responsible for preparation and they were less responsible for preparation and realization of workshops. They realization of workshops. They just just participated participated in activities prepared beforehand. in activities prepared beforehand.

Teachers’ action researchTeachers’ action researchIn the second part of the In the second part of the project we started with project we started with teachers’ action research teachers’ action research projects. The role of the projects. The role of the action researcher was action researcher was impossible for most impossible for most members of the members of the community, but in spite community, but in spite that some of them that some of them realized first hand action realized first hand action research where they research where they freely made plans and freely made plans and improved their practice.improved their practice.

Action researches mentoring Action researches mentoring Mentoring was shown to be a better Mentoring was shown to be a better way to way to

introduce teachers to an action research introduce teachers to an action research process rather than meeting as a learning process rather than meeting as a learning community.community.

Mentoring satisfied teachers’ needs for Mentoring satisfied teachers’ needs for encouraging and supporting (Stoll & Fink, encouraging and supporting (Stoll & Fink, 2000, p. 209).2000, p. 209).

I realised that for qualitative mentoring the I realised that for qualitative mentoring the number of novice action researcher should not number of novice action researcher should not be more than five, because all of them need be more than five, because all of them need enough attention which is difficult to sustain enough attention which is difficult to sustain with a lot of mentees. with a lot of mentees.

The feedback in mentoringThe feedback in mentoring

The feedback is very important for teachers who participate The feedback is very important for teachers who participate in mentoring, but not any and whenever. in mentoring, but not any and whenever. It is important that It is important that the mentor answers in a short time.the mentor answers in a short time. In the action research In the action research things occur very fast so if teachers wait too long to the things occur very fast so if teachers wait too long to the answer maybe it has not the importance for them because answer maybe it has not the importance for them because new problems appear or they are cooled down for the new problems appear or they are cooled down for the previous problem or for the research in all. previous problem or for the research in all. Answers should Answers should be an incentive.be an incentive. It means that teachers should be It means that teachers should be encouraged, understood and advised. The action research is encouraged, understood and advised. The action research is emotionally very exciting process and it is important that emotionally very exciting process and it is important that answers would not be official and distant because teachers answers would not be official and distant because teachers could realise that the mentor is not interested in their could realise that the mentor is not interested in their researches. researches. Critiques should be balanced and explained.Critiques should be balanced and explained. Advice which a mentor offers should not be too Advice which a mentor offers should not be too extensive and expressed too expertlyextensive and expressed too expertly, because it could , because it could inhibit initiative of novice action researchers.inhibit initiative of novice action researchers.

Mentoring is a risky jobMentoring is a risky job

Mentoring is always a risky job because in Mentoring is always a risky job because in some moments as critics and advisers what we some moments as critics and advisers what we say could make our interlocutor angry, upset say could make our interlocutor angry, upset or hurt.or hurt. It is especially possible if the teacher It is especially possible if the teacher because of other tasks put the action research in because of other tasks put the action research in the second plan or if he/she does not know the second plan or if he/she does not know something how to do. Then it is better to delay the something how to do. Then it is better to delay the mentoring process and find out what the teacher is mentoring process and find out what the teacher is worried about, and than agree with him/her what to worried about, and than agree with him/her what to do.do.

Mentoring over an e-mailMentoring over an e-mail

E-mail manifested as the successful way of E-mail manifested as the successful way of mentoring.mentoring.

Writing is the process which much more Writing is the process which much more impels teachers into thinking than impels teachers into thinking than speaking.speaking. Apart from that, the written word Apart from that, the written word stays as a permanent document which may be stays as a permanent document which may be used in a different phase of the research?used in a different phase of the research?

Written answers were much more important for Written answers were much more important for teachers than spoken, because their thoughts teachers than spoken, because their thoughts and activities were more valued. and activities were more valued.

Jasna:Jasna: E-mailing with the mentor during the action research was E-mailing with the mentor during the action research was significant for me and was a very stimulating for me. Since I had significant for me and was a very stimulating for me. Since I had defined the problem and the theme of my action research I was defined the problem and the theme of my action research I was aware how much that way of communication helped in clearing of aware how much that way of communication helped in clearing of my thoughts and attitudes. Though I spoke a lot of the research my thoughts and attitudes. Though I spoke a lot of the research with the facilitator and others participants in the project, as with with the facilitator and others participants in the project, as with those who follow us in that – my pedagogue and family, especially those who follow us in that – my pedagogue and family, especially important to me was the correspondence through Internet. When I important to me was the correspondence through Internet. When I started the research, I kept record in my action research diary started the research, I kept record in my action research diary every day, and I sent these writings to the mentor. He answered every day, and I sent these writings to the mentor. He answered me very exhaustively almost every day.me very exhaustively almost every day.It was very significant and encouraging for me that he followed me It was very significant and encouraging for me that he followed me in my idea, he helped me to better understand what I thought and in my idea, he helped me to better understand what I thought and what I wrote without attempt to impose some of his solutions or what I wrote without attempt to impose some of his solutions or ideas. He ‘listened’ to me actively. Something else delighted me ideas. He ‘listened’ to me actively. Something else delighted me and gave the importance to my records. and gave the importance to my records. Branko analysed each Branko analysed each of my sentences and commented them. He conducted of my sentences and commented them. He conducted towards my records as it was literary or philosophical towards my records as it was literary or philosophical creation. All of that stimulated me to write regularly my diary creation. All of that stimulated me to write regularly my diary and wait the answer, which was not often just an answer to and wait the answer, which was not often just an answer to my letter, than it was the answer to my inner, unexpressed my letter, than it was the answer to my inner, unexpressed questions.questions. (e-mail, sent: Jasna Zubčić, sent: Tue 07th May 2002, 23:07)(e-mail, sent: Jasna Zubčić, sent: Tue 07th May 2002, 23:07)

Participants of the action research need to talk Participants of the action research need to talk about their work.about their work. They usually speak with co-workers They usually speak with co-workers or professional adviser but also with the members of or professional adviser but also with the members of their family.their family.

Mentoring could be successful only if both side Mentoring could be successful only if both side (mentor and mentee) learn from each others.(mentor and mentee) learn from each others. In that In that way the mentoring could not be reduced on the way the mentoring could not be reduced on the transmission of knowledge or skills as it is usually transmission of knowledge or skills as it is usually defined in the business field. It is rather the process defined in the business field. It is rather the process where both sides are involved in the process of where both sides are involved in the process of research with the aim to improve their practice research with the aim to improve their practice (Fletcher, 2000; Holden, 2002, p. 20; Mullen, 1999, p. (Fletcher, 2000; Holden, 2002, p. 20; Mullen, 1999, p. 13).13).

The preconditions of successful The preconditions of successful mentoring mentoring

Project resultsProject results Our project gained the Our project gained the

following results:following results: permanent teachers’ permanent teachers’

professional improvement,professional improvement, critical thinking about their critical thinking about their

existing school, existing school, creating and realization of a creating and realization of a

shared pedagogical vision,shared pedagogical vision, iimprovement of teaching mprovement of teaching

practice,practice, popularization of action popularization of action

researchresearch..

New project and New project and researchesresearches

The Network of learning The Network of learning communities,communities,

Children as action Children as action researchers,researchers,

E-collaboration system E-collaboration system inin teachers teachers’’ action action researchersresearchers. (. (http://mzu.sbnet.hrhttp://mzu.sbnet.hr ) )

ConclusionConclusion

The action research projects in teachers’ The action research projects in teachers’ professional development are not professional development are not occasional professional information, but it occasional professional information, but it is rather the way of life which offers is rather the way of life which offers happiness of the creation to teachers but happiness of the creation to teachers but also demand of them to take the also demand of them to take the responsibility for the results which they responsibility for the results which they gain. Only emancipated, competent, gain. Only emancipated, competent, creative and (self)critical teachers may creative and (self)critical teachers may realize school of higher quality. realize school of higher quality.