Children as Teacher-Researcher’s Research Partners – Action Research in the Classroom

Abstract

Aims: In this article, the purpose is to consider the implementation of action research among primary school children and its manifold nature as a research approach by using an action research carried out among primary school children as an example. Study design: Review of action research that was conducted among primary school children by a teacher-researcher. Place and Duration of Study: The main research subjects were two parties of an action research: the teacher and her pupils whose emotional coping was observed in the interactional classroom situations related to the mathematical problem-solving tasks during the school year 2006-2007. Methodology: Primary school children’s (N=21) emotional coping was studied by the teacher who acted as the researcher in her own classroom simultaneously. The researcher was an observant participator in the learning situations. The aim of this article is to evaluate and review the prerequisites of action research carried out among children and the role of a teacher-researcher. Results: As results, we will bring out action research proceeds when teacher is the researcher and children are research partners in the classroom. The preconditions of action research are analyzed; especially, attention is paid on the reflection of teacher-researcher’s own work and action and noticing children’s dissimilarity and sensitivity particularly when it comes to their problem-solving abilities. Conclusion: Action research provides that space is given to children’s voices and therefore it is important and challenging in educational research. An action research in which children act as the teacher-researcher’s partners gives an opportunity to reach actual teaching reality.