Considering these demands, educators are often only able to engage in reflection that is fleeting, and for the purpose of accommodation, modification, or formative assessment. When students are actively engaged in learning, the classroom can be dynamic and uncertain, demanding the constant attention of the educator. In this way, action research represents an extension of the reflection and critical self-reflection that an educator employs on a daily basis in their classroom. These will all be key factors in how you generate knowledge related to your work as an educator.Īction research is an approach to educational research that is commonly used by educational practitioners and professionals to examine, and ultimately improve, their pedagogy and practice. Your approach to research will be shaped by your context, your professional identity, and paradigm (set of beliefs and assumptions that guide your inquiry). Just as the topics of educational research vary, so do the approaches to conducting educational research in the classroom. Accordingly, the purpose of educational research is to engage in disciplined inquiry to generate knowledge on topics significant to the students, teachers, administrators, schools, and other educational stakeholders. Educational stakeholders rely on research to make informed decisions that ultimately affect the quality of schooling for their students. What are the epistemological, ontological, theoretical underpinnings of action research?Įducational research provides a vast landscape of knowledge on topics related to teaching and learning, curriculum and assessment, students’ cognitive and affective needs, cultural and socio-economic factors of schools, and many other factors considered viable to improving schools.
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