An Action Plan for my current Methodology teacher-research!
Moira Laidlaw, Guyuan Teachers College, March, 2002
What am I concerned about?
Because of the innovation of second/third years having methodology for two terms, beginning in second grade and carrying onto grade three, instead of one term in grade three, I am concerned to ensure that not only is it an educational course for the students, but is also seen to be so by colleagues and political leaders in the college. (How can I ensure that the educational value of the methodology course is both helpful to the students and perceived as significant in the colleges future strategic planning?)
Why am I concerned about it?
The situation surrounding my methodology teaching has been confused for me by the fact that the two students (out of 78) in my present Grade Three class (now on Teaching Practice) did not have to resit the written-examination for my subject when they failed. This seems to be a contradiction in a climate in which the course has been extended significantly. Students who fail Chinese Methodology have to resit. First, my methodology course has been doubled in length, apparently because of its success with third year students last term (although how that success is defined by the college, I dont know perhaps students opinions are the deciding factor here, as well as the Vice-Deans interest in and attendance at my classes). Then, however, the message seems to be that Moiras class doesnt matter enough to have the same rules as its Chinese equivalent. It is possible that my course is perceived as very beneficial by my departmental colleagues and Dean, but that the college statutes do not embrace the quality of what is happening in my curriculum.
One of the most significant aspects of good development work as I understand it, is negotiated, sustainable change, so if my methodology course, or rather the values underlying it, are not to die when I leave, then I need to leave behind me some structures which will help to support it. One of those could be an examination, which is flexible, encourages creativity and is compulsory. So what are the values underlying my methodology course, which I attempt to realise as actions in the world, with the underlying assumption that people will, given the right circumstances, gravitate towards actions which increase their productiveness, happiness, creativity and love of others?
How might I improve the status of methodology in the college?
4. Who can help me and how?
See above. In addition, the Action Research Group at Bath University can give me ideas, can monitor progress, and help to validate and/or challenge results.
5. How will I know that my work has improved?