Self-development Through Action Research: Action, Reflection, And Implication

Action research has been regarded as an effective way of teacher development in recent years. It can enable teachers to solve their practical problems, and promote teachers' overall professional development (e.g. Nunan, 2000; Wallance, 2002; Zeichner, 2003). But domestic study on action research mainly focuses on theorizing its advantages and significance for teacher development, and it is mainly recommended as a means of teacher development for teachers in middle schools and primary schools. In fact, the current situation of College English teaching also necessitates College English teachers to carry out action research to improve their teaching effectiveness and promote their development. Besides all these, teachers' development depends on teachers themselves (Korthagen, 2001; 白益民, 2002). Therefore, the author of the thesis decided to use action research approach to solve problems found in her class, and more importantly, to realize her own professional development in the process.The author conducted an action research in 2004 among a group of special students in Anhui Agriculture University with the purpose of motivating students to learn better. The research consisted of two rounds of action. In the first round, most of the author's attempts were unsatisfactory. After deliberate reflection, the author revised her action. The second round of action witnessed both the students' and the author's improvements in the whole process.With the action research done, the author comes to the conclusion that action research is effective in solving practical problems and in promoting young teachers'self-development. Through the research, the author/teacher's confidence, teaching skills, and educational beliefs are improved. Based on reflection of the whole research, the author draws certain implications for future teacher researchers.