Reflexive Practice and Action Research

Module 1: Action Research

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?

A teacher presenting a concept on a blackboard

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

Click on the Learn More icons for more details about each cycle. To view the interaction in fullscreen mode, click on the fullscreen icon on the upper-right corner of the image.

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

Reflective and reflexive inquiry often leads to moments of insight that help educators determine whether or not they are acting according to their values.

(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).

Infographic depicting the paragraph above.

A Way to Examine Assumptions
Framework to Understand Context of Past
Understand Connections Between Experiences and Values

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Action Research Handbook Copyright © by Dr. Zabedia Nazim and Dr. Sowmya Venkat-Kishore is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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