Action research differs from traditional research in several ways: First, rather than being conducted by outsiders without any personal stake in the findings, action research is conducted by insiders, with very real personal interests in the outcome. Another difference is the research approach itself. The word “action” is in fact the operative word in the term action research. Researchers actively question themselves and their own practices, actively form a plan to improve, actively implement the plan, actively reflect upon the plan, then actively share their results. Although traditional research may provide valuable information, the research has been done upon the educators, rather than with them, therefore leaving them with no voice in the process itself. Action research also distinguishes itself from traditional research because rather than having a beginning and an end, action research is cyclical: it is a process that repeats itself over and over as the participants learn to use the process itself as a problem solving vehicle (Dana, 2009).
I am hoping action research will better my own teaching methods and lead to collaboration with others on my faculty. Inquiry research is based on the same questioning approach as the scientific method that I use as a science teacher and that I teach to my students. Adding serious introspection and reflection to a technique I already employ will hopefully lead me to be a more thoughtful and stronger educator, and it will be a process that will renew itself with each new query.
Dana, N.F. (2009). Administrator inquiry defined. In Leading with passion and knowledge the principal as action researcher (pp. 1-27). Thousand Oaks, CA: Corwin.
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