ACTION

RESEAR
CH
Concepts,
Perspectives, and
Teacher
Competitiveness:
Research Findings
Frameworks
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CONCEPT
Action research is a method of research where
educators like teachers and school administrators
systematically examine their practices to improve
their effectiveness. It is research conducted by
educators for their own benefit, focusing on their own
classrooms, teaching methods, assessments, and
interactions with students.

Larana University | 2024

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WHAT ACTION
in brief

• Self-
RESEARCH
• Improvement-
IS• Contextual
Examination Focused Solutions
• Systematic • Immediate • Reflective
Practice Application Learning
• Teacher-Led • Cyclical • Applied Research
Process
• Discipline and • Problem-Solving • Accessible to
Intent All

Emilio Aguinaldo College| 2024

 2
WHAT ACTION
in brief
RESEARCH
• Combined
IS
Methodologies
• Practical Inquiry

• Classroom
Focus
• Sustained
Improvement

Emilio Aguinaldo College| 2024

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ACTION RESEARCH IS
A practical, problem-solving process that is:

- Focused on improvement.
- Collaborative in nature.
- Conducted by those directly involved, like
teachers.
- Cyclical, involving continuous reflection and
revision.
- Practical and relevant to the immediate context.
- Designed to find creative, effective solutions.
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 5
WHAT ACTION RESEARCH
IS NOT
IT'S IMPORTANT TO DISPEL COMMON MYTHS ABOUT ACTION
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RESEARCH:

Not traditional research: Action research is not what typically comes to

1 mind when thinking about academic research.

Not a Library Project: It doesn't involve merely gathering information

2 from existing sources.

Not Problem-Solving in the Usual Sense:** It's more about

3 understanding how to improve, rather than just fixing problems.
 5
WHAT ACTION RESEARCH
IS NOT
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Not Research on Others:** Action research involves improving one's

4 own practice, not researching others or looking for correct answers.

Not Just Understanding Why:** It's more focused on figuring out how to
5 improve current practices.
 A BRIEF HISTORY OF 4

ACTION RESEARCH
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Kurt Lewin: The Father of Action

Research
Action research originated in the 1930s
with Kurt Lewin, a social psychologist,
and John Collier. Lewin introduced the
term "action research" to describe a
process where investigation and action
are intertwined to solve real-world
problems, especially in education. His
approach involved a non-linear cycle of
planning, acting, observing, and
reflecting.
 A BRIEF HISTORY OF 4

ACTION RESEARCH
Larana University | 2024

Stephen Corey and

Education
Stephen Corey at Columbia University was
among the first to apply action research in
education. He believed that involving
educators in research and the application of
scientific methods could bring about
meaningful change in schools. Corey
emphasized the importance of teachers
studying their own teaching to improve
practices, rather than relying solely on
external research.
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EVOLUTION OF ACTION RESEARCH
1950s
Action research faces criticism for not being "scientific enough."
(Think of it as people doubting its usefulness because it didn't follow strict research rules.)

1970s
Action research makes a comeback as educators start questioning if traditional research
methods really help solve classroom problems.
(This is when teachers began to see the value in research that directly improves their
teaching.)

TODAYS
Action research is now appreciated for focusing on real, practical changes led by teachers in
the classroom.
(Now, it's recognized as a powerful tool for teachers to make their classrooms better.)
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FRAMEWORK FOR ACTION RESEARCH
(WATTS, 1985)

Self-Identified Collaboration
Problems

Self-Assessment Continuous Learning

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 10
PERSPECTIVES ON ACTION
RESEARCH
Self-Reflective Pragmatic
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(Carr and Kemis, 1986) (O'Brian, 1998)

Inquiry
Participants engage in self-reflection to Learning by doing, where educators
improve educational practices and identify problems, take action, and refine
understanding. their strategies.

Reflective Collaborative Problem-Solving

(McNiff, 1994) (Fraenkel and Wallen,
Encourages teachers to critically reflect on 2010)
Involves working together to solve
their practices and be open to change. problems and reform local practices.
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CLASSROOM ACTION
(CAR)
RESEARCH
CAR is a type of action research aimed at improving teaching within the
classroom.

CAR IS: IT INVOLVES:

- Systematic yet flexible and - Teachers reflecting on their
practical. teaching practices.
- More structured than personal - Identifying challenges they face
reflection but less formal than in the classroom.
traditional research. - Experimenting with new
strategies to enhance student
learning.
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IMPROVING TEACHER SKILLS THROUGH
ACTION RESEARCH: INSIGHTS FROM
STUDIES
As always noted, action research brings about positive turn-out
among teachers in terms of their teaching and their students'
learning that all reflect the school operations and its projected
image and established reputation. As proven, many studies, both
foreign and local across areas of discipline and in diverse contexts
have attested how action research works in schools by teacher-
practitioners while involving other stakeholders.
IMPROVING TEACHER SKILLS THROUGH 11
ACTION RESEARCH: INSIGHTS FROM
STUDIES
HOW ACTION RESEARCH ENHANCES TEACHER
COMPETITIVENESS

Teachers who engage in action research feel more confident

Boosting Confidence and in their teaching abilities, even after many years. Although it
Professional Growth can be challenging, teachers find the process valuable for
their professional growth. (Seider & Lemma, 2004)

Teachers who participate in action research, especially in

Professional Development subjects like English as a Foreign Language (EFL), become
more aware of their teaching methods and how to improve
them. (Hassen, 2016)
IMPROVING TEACHER SKILLS THROUGH 11
ACTION RESEARCH: INSIGHTS FROM
STUDIES
HOW ACTION RESEARCH ENHANCES TEACHER
COMPETITIVENESS

Action research helps create better teachers, which

Quality Teaching and Learning
leads to better learning outcomes and overall school
quality. (Paz, 2016)

Teachers who conduct action research contribute valuable

Contributing to Educational knowledge that helps improve education systems, not just in
Reform: their classrooms, but in schools across different regions.
(Bridget & Zeichnerb, 2009)
 IMPROVING TEACHER SKILLS THROUGH 11
ACTION RESEARCH: INSIGHTS FROM
STUDIES
POSITIVE EFFECTS OF ACTION RESEARCH ON
TEACHERS
SEIDER & LEMMA (2004) HIGHLIGHTED SEVERAL POSITIVE
OUTCOMES FOR TEACHERS WHO ENGAGE IN ACTION
RESEARCH:
Teachers maintained an investigative
Sustained Inquiry
approach to their teaching practices after
Mindset engaging in action research.
Long-Term Efficacy Professional efficacy was enhanced long-
term, even years after the initial action
research projects.
Immediate Student Benefits Action research had direct and immediate
benefits for student learning outcomes.
 IMPROVING TEACHER SKILLS THROUGH 11
ACTION RESEARCH: INSIGHTS FROM
STUDIES
POSITIVE EFFECTS OF ACTION RESEARCH ON
TEACHERS
SEIDER & LEMMA (2004) HIGHLIGHTED SEVERAL POSITIVE
OUTCOMES FOR TEACHERS WHO ENGAGE IN ACTION
RESEARCH:
Professional Value Despite its challenges, teachers found
action research to be professionally
enriching.
Collaborative Environment Teachers noted the importance of
collaboration with colleagues during the
planning and implementation of action
Supportive School Environment
Schools
researchthat fostered a collaborative and
projects.
structured environment were more
conducive to successful action research.
 Emilio Aguinaldo College| 2024

THANK YOU
Presented By : Aarick Santos