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Action Research

One way for teachers to learn through their own practice is through self-reflection (Schön, 1988). Another way is through 'teacher research' or 'action research'. Methods of action research include creating journals, essays, classroom studies and oral inquiries (Bransford, Brown, & Cocking, 1999). Action research is a way for teachers to engage in improving their own practice, and provides a mechanism for teachers to teach other teachers.

It encourages teachers to support each other's intellectual and pedagogical growth, and it increases the pedagogical standing of teachers by recognising their ability to add to knowledge about teaching. (Bransford, Brown, & Cocking, 1999, p. 187)

The authors list a number of benefits of action research.

  • It can be tailored to the level of expertise and the needs of teachers, especially if the teachers set goals for the research and work collaboratively.
  • Because it is a constructivist process set in a social situation, teachers' beliefs about learning, their students, and their conceptions of themselves as learners are explicitly examined, challenged and supported.
  • When it is conducted in a collaborative mode among teachers, it fosters the growth of learning communities.
  • It can lead to the generation and sharing of pedagogical content knowledge and the development of a deeper understanding of subject areas.

(Bransford, Brown, & Cocking, 1999, p. 189)

More about this topic can be found at Evidence-based Practice

References
Bransford, J. D., Brown, A. L. & Cocking, R. R. (eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Available online at http://www.nap.edu

Schön, D. A. (1988). Educating the reflective practitioner. San Francisco: Jossey-Bass.