‘Curiouser and curiouser!’: a reconnaissance of my doctoral study as a ‘teacher-researcher’

ABSTRACT

Unlike conventional studies that highlight research gaps, in action research methodology, ‘reconnaissance’ has been emphasised as an essential process to enable action researchers to initiate their work. This reflective piece illustrates a reconnaissance of my doctoral study as a ‘teacher-researcher’. I used two dimensions of reconnaissance – ‘unintentional’ and ‘intentional’ – to explore my beliefs and experiences in the early stage of my doctoral study, as well as literature related to my research interest: inquiry-based teaching and learning in the primary science classroom. The reconnaissance of my doctoral study begins with a chronological account of my practice as a teacher in Malaysia, starting with preliminary reflections on the challenges I have faced. These reflections are followed by a discussion of the three main thematic concerns of the reconnaissance phase that led to my research interest in inquiry-based teaching and learning. The thematic concerns that emerged led to the identification of the purpose and objectives of my doctoral study, as well as the main research question and two subsidiary research questions. Ultimately, this reflective piece offers an exemplar for future doctoral students on how to begin an action research study through a critical self-examination of the ‘unintentional’ and ‘intentional’ dimensions of reconnaissance.

KEYWORDS:

• Reconnaissance
• action research
• doctoral study
• inquiry-based teaching and learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Majlis Amanah Rakyat [330408209717].

Notes on contributors

Mohd Syafiq Aiman Mat Noor

Mohd Syafiq Aiman Mat Noor completed his PhD in Science Education at the UCL Institute of Education, University College London. His research interests lie in the field of science curriculum development, pedagogy, and assessment, with a particular focus on the pedagogical approach of inquiry-based science teaching. He is passionate about integrating research into classroom practices and promoting teachers’ engagement with research. He seeks to inculcate a research culture in schools to advocate for change and to close the gap between research and practice.