Action research can be described as a family of research methodologies which pursue action (or change) and research (or understanding) at the same time. In most of its forms it does this by * using a cyclic or spiral process which alternates between action and critical reflection and * in the later cycles, continuously refining methods, data and interpretation in the light of the understanding developed in the earlier cycles. It is thus an emergent process which takes shape as understanding increases; it is an iterative process which converges towards a better understanding of what happens. In most of its forms it is also participative (among other reasons, change is usually easier to achieve when those affected by the change are involved) and qualitative.- Category ID : 428204
The article outlines several variants of teacher/action research, describing some of the different "tools" and "intentions" of a number of prominent qualitative researchers.
The article proposes some ways of distinguishing action research and learning processes in research practices, particularly with regard to experiences of reconciliation at an inter-racial level.
The paper offers an analysis of how narratives may be reflexively used at different stages of the research process as a tool to access the interpretative frameworks that actors use to construct their accounts of events and to make sense of their action.
For educators interested in researching their own professional practice. Included are stories of practitioner researchers working in most areas of education.