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ACTION RESEARCH

This study explores the development of reflective educational practices among teachers using action research methodologies. The authors, Emma Clifford, Elisha Clark, Lee-Anne Chambers, Sarah Cooper, Jeneya Carr, and Lisa Caple, emphasize the significance of actively engaging in reflective inquiry to enhance teaching effectiveness. By utilizing diverse data-gathering methods such as portfolios, audio recordings, and interviews, the research showcases how teachers can implement changes to improve their practices continually. The findings underline the importance of a systematic approach to reflection and inquiry in education.

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ACTION RESEARCH

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  1. ACTION RESEARCH DEVELOPING REFLECTIVE EDUCATIONAL PRACTICES AMONG TEACHERS Emma Clifford Elisha Clark Lee-anne Chambers Sarah Cooper Jeneya Carr Lisa Caple

  2. A C T I O N CTIVLY OLLECTING HOROUGH NQUIRY NGOING EW R E S E A R C H EFLECTIVE VOLVING DUCATION LLOWING ESEARCHED HANGES OLUTIONS APPEN I

  3. ACTION RESEARCH CYCLE Action Research Spiral

  4. Purpose of Action Research • Why ? • What ? • Where ? • When ? • With ? • How ?

  5. DATA GATHERING Portfolios Audio tape Photos Memos Questionnaires Diaries Interviews Focus groups Checklists Journals Surveys Student records Samples of students work DIFFERENT METHODS OF DATA CONSIST OF;

  6. PURPOSE OF ACTION RESEARCH

  7. History of Action Research Cory summed up much of the thought behind The fledgling branch of inquiry; We are convinced that the disposition to study The consequences of our own teaching is more likely To change and improve our practices Than is reading about what someone else Has discovered of his teaching. (Corey, 1953, p 70 )

  8. TYPES OF ACTION RESEARCH

  9. BENEFITS OF ACTION RESEARCH

  10. IN CONCLUSION WE HAVE FOUND EDUCATION ACTIVLY COLLECTING CHANGES ONGOING Here THOROUGH INQUIRY SOLUTIOINS NEW REFLECTIVE RESEARCHED EVOLVING

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