1. An Introduction
To Action Research
Group 1
1. Raita Juliah
2. Yusuf Mustaqim
3. Zahra Nurul ‘Arifah

2. Be able to define
action research.
Be able to describe
how the reflection-in-
action mindset serves
you as a teacher
candidate.
Objectives
Be able to describe
the evolution of
action research and
why it is becoming
popular in teacher
preparation programs
Be able to list the five
stages of the action
research process.

3. WHAT IS
ACTION
RESEARCH?
1
2
Action
The action is what you do as
a teaching professional in
the classroom.
Action research is
take a look at the
term itself and
separate its parts
Research
Refers to the methods,
habits, and attitudes
you will learn about.
Action research is often used by teachers to solve problems in
their classrooms and schools because it is such an excellent
problem-solving process.

4. THE VALUE AND POTENTIAL
OF ACTION RESEARCH
Becoming an Action Researcher
02
Developing an Action Research
Mindset (Reflection in Action)
Improving Student Achievement
through Action Research
01
03

5. A. Becoming an Action Researcher
How you can respond
the question “How well
are my students
learning what I am
teaching?
Reflection on student
learning by doing action
research.
Action research is
simply an organized,
proven, and reliable
process for ensuring
that you use the data
in your classroom

6. B. Developing an Action Research Mindset
(Reflection in Action)
By adopting a reflection-in-action mindset, your
teaching strategies will constantly evolve and
improve
Becoming an action researcher goes well beyond
just doing an action research project; it involves
developing a reflection-in-action mindset toward
your teaching.

7. Action research teachers are
constantly evaluating their
classroom performance by
identifying both the
successes and challenges
of their students.
will see how this proactive
style of teaching is self-
correcting
C. Improving Student Achievement through
Action Research

9. 3 4
5
6
1
2
Process of Action Research
1. Issues Identification
start with a vague
feeling about
something and you
want to investigated
2. Data Collection
Collecting, organizing, and
reflecting on your data
begin in the initial stages
of your action research.
3. Action Planing
create a plan that
addresses the issue
you identified
4. Activate plan
the enterprise of learning
about teaching while teaching
is a core value of action
research.
The data will help you differentiate
what worked and what did not work
in your classroom.
5. Outcome Assesment

10. THE EVOLUTION OF
ACTION RESEARCH
John Dewey's influence on action
research can be seen in his 1938
classic book Experience and
Education, which focused on the
power of experiential learning.
The great Swiss theorist Jean Piaget,
Jean Piaget's explanation of cognitive
development also validates the action
research mindset.
Russian developmental psychologist,
Vygotsky emphasized the importance
of experiential learning to help
children move from what they already
know and can do to new
understandings.
Action research is an
excellent strategy for
teaching and learning.

11. A Theory for
Reflective Practice
Constructivist theorists agree that knowledge
developmental is based on reflective practice, which
builds on past experiences and evolves into new
actions and experiences.

12. A Historical Context for Action Research
Kurt Lewin is the originator of the
action research movement, founded by
Stephen Corey in 1953.
Initially, teachers were the most
important figure in the movement, but it
fell out of favor in the late 1950s due to
traditional positivist researchers'
skepticism.
Lawrence Stenhouse advocated for
teachers to become active in
researching their own practices in the
1970s.

13. Action Research in the Preparation of
New Teachers
Action research is becoming increasingly popular
in teacher training, with effective use in many
countries. It provides consistent opportunities to
apply what they are learning, analyze what
happens, and adjust their efforts accordingly.
Action research is becoming increasingly
recognized as a key component in developing
high quality teachers, as it builds teaching
competencies and is an appropriate use of time.

14. made them feel
empowered to take
responsibility for their
own practice
In a study designed to evaluate the
use of action research as a tool for
developing critical reflection, Lloyd
(2002) found that candidates report
that doing action research:
changed their attitudes
about research
provided a practical
methodology that empowered
them to make change
provided them structure to
critically evaluate their practice
made them more confident
to collaborate
helped them to feel more
professional as a result of
doing this work

15. ACTION RESEARCH: GO OUT AND DO IT!
The most important details : teacher candidate
should use action research to become a self-
evaluative practitioner,
1. Capable of making adjustments in their teaching
to meet student needs.
2. They should also remember that action research
not only impacts children, it also impacts them,
3. And that the work they put into developing their
expertise as a reflective practitioner
4. And action researcher will help make them a
responsive teacher and place them on the
forefront of a national movement of educational
reform and change.