Comments by John Schostak (September 2003)

Identifying problems is an evolving process throughout the life of the action research process. To begin with just 'brainstorm' ideas, problems, issues. Choose something that seems of interest and importance to you. However, try to introduce a critical, questionning approach. So, for example:

Look at the words being used to describe the focus:

'It was obvious when I met George in his class that George was going to be a challenge'

'a short attention span'

These words identify a particular professional focus, and judgements based upon that 'expert' viewpoint. The action research process, if it is to be critically reflective, will 'suspend' these early judgements and will generate data that can test these judgments and perhaps challenge them. How is this to be done? By seeking alternative views and explanations. These alternative views can come from many different sources:

• the child
• the parents of the child
• friends of the child
• neighbours of the child (adults and other children)
• other teachers
• other professionals
• a study of research literature that may provide alternative explanations
• an observational study of the child in different contexts, in and out of school

From such alternative perspectives a rich source of data can be collected that may provide a fuller, more complex understanding of the needs, interests and behaviours of the child. This is precisely what happened - see section C of the chapter.

return to chapter 1