Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan

7.2 
Assessment 
The biggest achievement of this cycle was widening the extent of teacher participation. The teachers 
wanted to be videotaped, each choosing the segments to be discussed in the meetings. Allowing the 

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teachers to choose the segments to be viewed and discussed proved to be a good thing because they 
felt that they were in control. This was important because by so doing they established and maintained 
an atmosphere of trust and openness where their work could be openly discussed. 
The teachers took advantage of this collaborative activity in order to raise a variety of concerns relating 
to pedagogical issues, such as classroom control and teacher authority and the implementation of 
challenging tasks that seemed endless from the PPD and the JPN. It became clear to the teachers that 
none of their problems had permanent, one-time solutions. 
8.0 
CYCLE FOUR: DEEPENING THE CRITICAL PERSPECTIVE OF CONFERENCING 
8.1 
Planning 
Yet, in spite of the teachers’ self-transformative achievements, the teachers still conceive of teaching 
pupils as a group and treated them as a group and not as individuals who had their own set of 
problems and abilities. I needed to make them realize that they had to treat their pupils as individuals, 
each with their own needs. I needed to make them self-critical of their own teaching styles and help 
them to view conferencing as a useful means of teaching. The goal of this phase of study was to help 
teachers to see what they know and how to use it in their work and to construct their voices so that they 
can extend this help to their students. From the transcripts based on interviews and conversations, I 
came up with a few themes such as openness to the pupil’s experience; being attuned to subjectivity; 
collaborating with pupils and helping pupils internalize the process.