Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan

 
Action and Observation 
Once the transcript themes had been identified by me, these themes became objects of critical 
interpretation. The critical interpretation phase began in middle August, when I presented the themes 
to the teachers for discussion. The main goal during this phase was to show the teachers how their 
conversations had connections to certain theoretical notions and I tried as best as I could to expose 
them to the theories. For this, I had to do my homework by reading up on the various theories.
Generally, the teachers’ response was one of great surprise and delight. 
 
Reflection and Assessment 
The discussions with the teachers during this phase showed that, by the end of the four cycles of the 
action research, the teachers noticed changes in three areas: how their tacit knowledge had become 
visible, how they had changed and what still needed to be resolved. The teachers also commented 
that by participating in the fourth cycle, they had become exposed to many theoretical constructs. For 

---

149 
example, when they had allowed pupils to ask questions and by conferencing with them, the teachers 
realized that, constructivism had been applied in their teaching practice. By conferencing with the 
pupils, the pupils’ interest of the subject increased and they put much more effort into the subject. This 
was to show that the pupils had like the personal attention of the teachers.
9.0 
CONCLUSION 
This study is based on the assumption that a videotape offers visual images not only about the 
situations they portray, but also about the ways in which we make sense of them. In this study, video 
was used to stimulate reflection and critical conversations. In fact, earlier research in teacher education 
and teacher professional development has provided considerable evidence that teachers’ dialogue with 
a researcher, while watching videotapes of their lessons, makes their teaching more visible to them.
Not only do these teachers become reflective over time, but they actually learn to change their 
classroom teaching practices from the traditional, monologic, one way flow of communication to the 
more authentic, dialogic mode of interaction. The use of video helped make four important elements of 
the environment and of teachers’ knowledge more visible to the participants: classroom organization, 
teacher-pupil interaction, teachers’ teaching practices and teacher’s theoretical knowledge. It also 
helped teachers develop different ways of watching: seeing and noticing, looking and listening, showing 
and critiquing, and finally, contemplating and articulating. I continued by trying to make the teacher-
pupil relationship more visible and to do that the binary relationship of teachers and researcher was 
changed into a triangular one, consisting of three dyadic interactions: teacher-pupil, teacher-researcher 
and pupil-researcher. The students’ inclusion in this study context enabled the participants to reflect on 
their practices. When looking became tied to listening, change occurred. This was shown by the fact 
that initially Puan N and Puan A began the study with an other-oriented observation gradually 
transformed their point of view to a self-oriented observation and finally, to an observation of 
themselves through the others’ eyes. At the beginning of the study, Puan N’s conferences with Puan A 
were basically unidirectional; she dominated the conversation. Through watching and discussing the 
videotapes, Puan N became aware of the pupil’s frustrations and could consequently acknowledge her 
position towards teaching mathematics in English.