ABSTRACT
Action research shows promise as a professional development model in that teachers and other members of the learning community are the researchers. As action researchers, teachers can study their practices with data guiding informed discussions as well as future decisions they make regarding their practices. Action research promotes dialogue, reflection, and inquiry. McNiff and Whitehead (2005) suggest that “improving practice and generating new theory” about teaching and learning should be the two broad reasons why teachers engage in action research (p. 2). According to the North Central Regional Educational Laboratory (n.d.),
Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance. It typically is designed and conducted by practitioners who analyze the data to improve their own practice. Action research can be done by individuals or by teams of colleagues. The team approach is called collaborative inquiry. (p. 1, emphasis in the original)
Action research can transform the ways teachers work and learn with and from one another while improving their classroom practices. The results of action research can inform school systems and can aid in formulating and reformulating goals related to school improvement.
