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16
DanutaGabryś-Barker
Table1.StagesoftheARcycle(basedonNunan1992:19)
1.Initiation
2.Preliminary
3.Hypothesis
4.Intervention
5.Evaluation
6.Dissemination
7.Follow-up
investigation
Stage
—todiscussclassroomproblems
—toselectaproblemarea
—preliminaryobservationoftheclassroom
—tocollectinitialdata
—toreviewthepreliminarydata
—todefinetheproblem
—toformulateahypothesis/researchquestion(s)
—todesigndatacollectiontools
—toimplementthemintheclassroom(e.g.observation,treatment,
—topresent(writeup)thedatacollected
—toanalyseandinterprettheresultsoftheintervention
—tomakeconclusions
—topresenttheprojectanditsresultstoawideraudience(other
—toevaluatetheproject
—tocontinuetheinquirywithpossiblechangestoitandimprove-
etc.)
teachers,learners,inawritenformasathesis)
ments
Objective(s)
Asanillustrationoftheabovestages,Iwillusetheexampleofsuch
acourse,whichwasimplementedinoneoftheteachertrainingcolleges
intheregion(discussedin-depthinGabryś-Barker2006).Itsobjectives
weredefinedas:
Todevelopreflectivepracticesinteaching.
Tobeabletodiagnoseaclassroomproblemandanalyzeit.
Todeveloptheneedtoexperimentintheclass.
Todevelopaprocessofnegotiationwithlearners.
Tointroduceneedsanalysis.
Toupdateone’stheoreticalknowledgeinaspecificareaofinterest.
Tobeabletowriteareportonaproject.
TecoursefollowedallthestagesasdefinedbyNunan(1992:19)above:
a0Teinitiationstage
Teinitiationstageoftheprojectconsistedofthreetypesofsessions:
•
lectureswhoseobjectivewastointroducetheideaofactionresearchtoof
difcultyareainatheoreticalwaythroughcompilinginformationfrom
allavailablesources:methodologybooks,journals,experiencedteachers,
theircollegetutorandsoon.
