Teachers and Colleagues in the Action Research Process

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Teachers and Colleagues in the Action Research Process The action-research process is a term that is hotly discussed and employed in pedagogy today. Hewitt and Little cite the work of Rawlinson and Little, who describe action research as " 地 model of professional development that promotes collaborative inquiry, reflection, and dialogue. "Within the action research process, educators study student learning related to their own teaching. It is a process that allows educators to learn about their own instructional practices and to continue to monitor improved student learning" (2005). Thus, one can see the apparent benefits of the action research process; it allows teachers to take on some extent of lifelong learning. Teachers can reap a better understanding of the teaching practices that they've been hardwired to practice within so that they can focus their efforts on improved student learning in a richer and fuller manner. As Hewitt and Little explain, "Action research provides teachers and administrators with an opportunity to better understand what happens in their school. This process establishes a decision-making cycle that guides instructional planning for the school and individual classrooms" (2005). However, in order for all educators to really reap the benefits of an action-research plan, there really needs to be clear instructional layout so that the action-research plan is presented in a lucid and attainable manner. According to Hewitt and Little, "The action
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