We already engage in action research, but informally. Evidence indicates that teachers who engage informally in action research in the classroom are highly effective and reflective teachers
(Bernhardt, 2004; Reilly 2007)
What is the Relationship between Reflection and Action Research?
Source: Envato Elements
To be an effective teacher you must be an active participant in the classroom and an active observer of the learning process; you have to analyze and interpret classroom information collected systematically and use that information as a basis for planning future and decision-making.
The process of systematic collection of information followed by active reflection all with the anticipation of improving the teaching process is at the core of action research.
Image Hotspots
Spirals of Inquiry
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Action research is in and of itself a process of reflection.
When educators reflect as part of the action research cycle they have the opportunities to develop new knowledge about teaching and contribute to the knowledge base on best practices. Reflective inquiry is at the heart of action research providing educators with opportunities to examine the professional purposes and possibilities of their work.
Reflection involves more than simply thinking about practice.
John Dewey (1933) explained that reflective thinking is a process directed at seeking a conclusion through inquiry. This definition of reflection goes beyond the notion that reflection is merely thinking about a problem. Instead, thinking about a problem is the first step of reflection. The problem-solving nature of Dewey’s definition of reflection asserts that for Dewey true reflection could occur only when an individual is confronted with a problem, recognizes it, and then attempts to resolve the problem rationally (Hendricks 2013).
Another way to consider reflection is as a habit of mind, through reflection, educators think about and make sense of their practice and how to improve it, they connect this thinking and knowing to an ethical stance that focuses on what they believe and value, and they take action in the direction of those values.
(Hendricks 2013)
Reflexive Inquiry
Reflecting on values and actions can be difficult, particularly when discrepancies are uncovered. It is important to understand that engaging in deep reflection can reveal your hidden assumptions and biases, as well as disconnections between what you say you value, your espoused values, and what you do or your enacted values (Hendricks 2013).
Considering what you say you believe in light of the decisions you make is an important part of the reflective process in action research.
Elements of Reflection
(Hendricks 2013)
Reflexive inquiry includes:
As Rossman and Rallis suggest, educators can ask themselves what they feel and believe about the topics they wish to study, whether they feel passionate about them or some aspect of them, and if they are open to solutions or possibilities, they have not yet considered (Hendricks 2013).
A Way to Examine Assumptions
Reflexive inquiry, as defined by Rossman and Rallis (2012), is a process of introspection. It involves examining how your personal history and experiences shape your thoughts, beliefs, and values. This approach allows educators to recognize and understand their underlying assumptions and biases. It’s a method to align what you profess to value (espoused values) with your actual behavior and decisions (enacted values), which is crucial for initiating action research.
Framework to Understand Context of Past
Reflexive inquiry provides a structured way to analyze one’s background and past experiences. By reflecting on past thoughts and actions, educators can understand their current positions and decisions. This framework helps in situating present thoughts and actions within the broader context of individual history and experiences, offering clarity on how past influences shape current educational practices and decisions.
Understand Connections Between Experiences and Values
Through reflexive inquiry, educators can explore the relationship between their experiences and core educational values. This thoughtful consideration reveals how personal history and experiences have molded their professional identity. Understanding these connections is essential in identifying and addressing the gap between stated values and actual practices, thereby facilitating a more authentic and effective approach to education and action research.
