Meghan McGlinn Manfra
Action Research and Systematic, Intentional Change in Teaching Practice
North Carolina State University
action research shifts paradigm contemporary educational reform emphasizing inquiry placing teachers center researchintopractice situating teachers learners action research offers systematic intentional approach changing teaching working part community practice action researchers engage sustained professional learning activities explore issues everyday practice work bring change review highlights action research studies across four subject areasenglish language arts mathematics science social studiesand premised notion changing teaching practice connected understanding teachers learn specifically focuses understanding changes teacher pedagogical content knowledge disciplinary inquiry critical pedagogy action research findings suggest must go beyond current conceptualizations teacher learning processproduct cognitive situative view teaching inquiry successful efforts change practice action research demonstrated value engaging teachers active participants education research time field must overcome barriers including marginalization action research logistical issues associated conducting action research dissemination findings