Action Research Reflection

Action research is a cyclical process that involves formulating a problem, collecting and analyzing relevant data, making necessary changes, and sharing findings with others. Administrators and teachers use action research to reflect on their instructional and leadership practices and continue growing professionally for the better of students and school. Action research takes place in the educational setting in four contexts: university coursework, superintendent/district meetings, leadership teams, and professional learning communities.

There are several benefits of conducting action research. Administrators and teachers are able to reflect on their own instructional practices, and make changes that improve classroom instruction and student learning.

Action research is different from traditional educational research. The roles of practitioners in traditional research are limited to implementing research findings of outside experts, while the role of practitioners in action research is more collaborative because they investigate their own problems and solutions. The process in traditional research is linear in that teachers and administrators are seen as technicians and the process in action research is cyclical and builds on other findings or conclusions made by the practitioners. In traditional research practitioners are not expected to pose problems or solve problems of their own, however, practitioners in action research are directly involved in formulating a problem and find solutions to make desirable changes.

As part of my professional growth and improvement, I would use action research to reflect on my own practices and make necessary changes for the better of my school and students. Whenever I come across a problem or area of particular interest, I would use action research to guide my decisions and make necessary adjustments to my instructional practices.