Classroom-based action research: revisiting the process as customizable and meaningful professional development for educators

Abstract

The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met. Classroom-based action research—with its cyclical nature of systematic investigation of teaching and learning, followed by data-driven improvements resulting from the outcomes of the investigations—provides not only a viable, but also valuable, professional development alternative. Following the development of improvement goals, the process of action research can be used to customize a teacher's professional development, allowing for a much more meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work for their students in their classrooms. The integration of classroom-based action research with professional collaboration and with teacher evaluation are both discussed. Recommendations for administrative support—focusing on training, availability of time, collaboration, and incentives—for classroom-based action research are also provided.