The first problem to overcome when dealing
with Action Research is its exact definition [E1] [I1] [F1] [S1]. Over
the years, it has in fact being defined as participatory research, collaborative
inquiry, emancipatory research, action learning, and contextural
action research, but all are variations on the same theme. To put it
simply, Action Research [E1]
[I1] [S1]
is a methodology that promotes reflective investigation in order to allow the
teacher to understand what is going on in his/her classroom in a deeper way.
Besides, it can help teachers acquire a wider awareness of their own attitudes
and of the problems they are asked to solve, as well as showing them
alternative ways to improve their classroom practice.
The key point of Action Research is to
consider the teacher as a researcher, i.e. as a professional that reflects on
his/her own classroom experience, that learns how to question his/her work,
that observes his/her own everyday practice, that collects data on the
problematic aspects detected. Schön [E1] [I1]
defined the teacher applying the methodology of Action Research as the
‘reflective practitioner’.
One of the shortest and most effective
definitions of Action Research was given by John Elliott [E1] [I1] :
“[Action Research] is the study of a social situation with a view to
improving the quality of action within it”. Elliott’s definition focuses on
one of the basic reasons for carrying out Action Research: improving the
quality of teaching and learning together with the conditions in which teaching
and learning take place.
What distinguishes Action Research from
other professional practices, consulting, or daily problem-solving is the
importance given to scientific study; this involves studying the problem
systematically and making sure the intervention is based on theoretical
considerations. The researcher spends most of his/her time refining the
methodological tools to meet the requirements of the situation and collecting,
analysing, and presenting data on a cyclical basis.
