Investigating the Impact of Action Research on K-12 Content Teachers

• In Event: Roundtable Session 104
  In Roundtable Session: Learning From Impact of Action Research on Preservice Teachers

Abstract

It has been argued that action research provides tremendous benefits for teachers as it provides life-long learning process as they become professionals in the educational field (Bransford, Darling-Hammond, & Lepage, 2005). This exploratory qualitative study examines the impact action research on teachers’ pedagogical practice and the significance of action research on their professional development in which 23 content K-12 teachers developed action research projects during their graduate certificate program. Preliminary findings indicate that participants benefited from engaging in the action research projects; became more attuned to the learning needs of diverse students; and enhanced all aspects of teaching and learning to better meet students’ needs.

Authors

• Jessica S. Lee, The George Washington University

• Amy J. Mazur, The George Washington University

• Elizabeth L. Crouch, The George Washington University