Action research is a reflective process that allows teachers to explore their own teaching contexts to improve instructional strategies, assessments, and interactions with students. It involves intervening in a problematic situation to enact changes. Action research follows a cyclical process of planning, action, observation, and reflection. It is a small-scale project that gives teachers the opportunity to systematically investigate and address immediate classroom concerns by collecting and analyzing data. The reflection phase then feeds back into the planning stage to repeat the cycle. The goal is for teachers to evaluate and reflect on their practice to become more effective professionals committed to lifelong learning.

1. What is
Action Research?

2. • Reflective
practice
• Explore your
own teaching
context:
instructional
strategies,
assessment
procedures,
and
interactions
with student
learners in
order to
improve their
quality and
effectiveness
• Intervene in a
problematic
situation to
bring changes

3. According to some experts . . .
it is . . .

4. Eileen Ferrance, "Action Research," Providence, RI: The Education
Alliance, 2000, available from
www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
“a cycle
of posing questions,
gathering data,
reflection,
and deciding on a
course of action.”

5. Why should I do action
research? If…
I am
teacher
I am not
paid for
that
It is not in
my teaching
schedule
I do not
have
resources

6. You should do action research
because…
You are reflective You are committed
to developing as a
thinking professional

7. Steps in Action Research
(Ferrance, 2000)

8. According to Kemmis and
McTaggart (1988),
AR is a cyclical process which
typically involves four broad
phases in a cycle of research

9. P
Planning
You start out identifying a problem or
issue and develop a plan of action in
order to bring about improvements

10. Action
A
P
Planning
It involves intervention which means you
take action on your solution

11. Action
A O
P
Planning
Observation
This phase involves you in observing
systematically the effects of the action
and documenting the context, actions
and opinions of those involved

12. Action
A
R
O
P
Planning
Reflection
Observation
You reflect on evaluate and
describe the effects of the
action.

13. Action
D
R
A
P
P
D A
R
Planning
Reflection
Observation
Then, you repeat the process.

14. Action
A
R
O
P
P
A O
R
PlanningP
Reflection
Observstion
A O
R
P
Again and again …

16. Models of Action Research
Many models exist but all share the same basic
principles which are:
– A central problem or topic
– Observation or monitoring takes place
– Collection and synthesis of data
– Some type of action is taken
– Next stage of action research (varies)

17. Calhoun’s Action Research
Cycle
(Mertler, 2009)

18. Piggot-Irvine’s Action Research Model
Mertler (2009)

19. Some AR features..
It involves
evaluation and
reflection
It is a small scale
project
It gives the
opportunity to
investigate about
inmmediate
concerns
It collects and
analyze data
systematically

20. ACTIVITY
IDENTIFY AND DESCRIBE
-The pros and cons of being an action researcher
-The kinds of topics that are investigated in AR
-The main differences between AR and applied
research
-The relationships of AR to reflecting teaching

21. REFERENCES
Burns, A. (2003). Collaborative action research for English
language teachers. Cambridge: Cambridge
University Press.
Ferrance, E. (2000). Action Research. Providence, RI,
USA. Retrieved November 14, 2012 from
http://www.lab.brown.edu/pubs/themes_ed/act_rese
arch.pdf
Kemmis, S. & McTaggart, R. (1988). The action research
reader. Victoria: Deakin University Press.
Mertler, C. (2009). Action Research. Thousand Oaks,
California, USA: Sage Publications, Inc.