Reflective Practice through Action Research: A Case of Functional Skills teaching In an Adult Educational setting

Abstract

The article reports the outcomes of an action research project designed to investigate and develop task based constructivist teaching at a Further Education setting in the UK. The project was a collaborative one, involving two staff members who served as critical friends and the author-a teacher researcher. The aims were to build on basic research carried out by Kemmis and Mc taggart (2002) by investigating the issues from a more practical and applied perspective to form the basis for the further refinement of theory on task based learning. In-depth interviews were conducted and a structured questionnaire was designed in order to get learners' opinion and analyse their level of interest for a task based Constructivist teaching method. The data is presented in the form of means, percentages and bar diagrams. The article reports on the factors contributing to the positive responses of learners and useful insights into classroom practice.