Is it possible for action researchers to play teachers' role and conduct action research studies, even if, they are not experienced teachers? For example, a teacher in his/her research classes finds that EFL learners have trouble paraphrasing and plagiarism avoiding, she/he is about to solve the problem and asks one of the learners to play the teachers' role and administer some specific tasks in the class. The student uses the opportunity and selects the problem as a topic for doing a thesis in this issue. In other words, the student uses the teacher's experiences, but, she/he is not experienced enough. The teacher also plays the role of supervisor to help the student conduct the action research methodology. Any idea or suggestion would be appreciated.
Of most importance is the integrity of the action research cycles regardless of who is conducting the action research. In undertaking action research, it is critical to be able to relate the research process to everyday practices regardless of one's role, and to create an audit trail showing how the action research cycles were enacted systematically. Cycles of questioning, gathering data, reflecting and deciding on a course of action can be undertaken by anyone who is invested in the integrity of each action research cycle. It is important for all involved to have a shared language around the research process and to consider carefully if they have well developed skill sets around critical reflection. Developing a shared language means being able to relate the action research process to the everyday practices of the researcher/s. This includes collecting data (information), using analytical tools to interpret the data (e.g., literature, theory, scales etc.) and reflecting on the process (e.g., through self-reflection, feedback from others). Most students and teachers engage in these processes every day and as action research is typically collaborative, there should be no major issues in students undertaking action research with the teacher acting as mentor.
Thank you Dr. G. Miller
Your comments were actually useful. As a matter of fact, the most problematic aspect of plagiarism in the university in which I've been studying Teaching English as a Foreign Language was ghost writing (purchasing theses or papers and presenting them intentionally as a final assignment). The second problem was the plagiarism committing by the students unintentionally (inappropriate text borrowing, faulty citation, and so on). In this case, my action circle might not be leading to resolving ghost writing problem; but, it might be a process for making learners aware of plagiarism aiming at reducing unintentional plagiarism in academic context.
What about considering accidental plagiarism as a circle? Could the study have an intact circle, if the action research cycle was not leading to reducing ghost writing but recycling casual plagiarism in academic setting?
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