Bridging the gap in action research in education: A comprehensive framework for future practice.
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| Title: | Bridging the gap in action research in education: A comprehensive framework for future practice. |
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| Authors: | Berku, Damtew Wolde1 (AUTHOR) damtew@dbu.edu.et |
| Source: | Innovations in Education & Teaching International. Jun2026, Vol. 63 Issue 3, p735-749. 15p. |
| Subject Terms: | *Action research, *Teacher education, *Research methodology, *Reflective learning, *Learning, *Experimental design, *Teaching methods, Paradigms (Social sciences) |
| Abstract: | This review critically evaluates the conceptualisation and operationalisation of action research within education, emphasising notable gaps and inconsistencies in existing literature regarding the definition, processes, research methodology including theoretical underpinning and research design, and the end goal of undertaking action research. A narrative literature review was performed, in which scholarly sources about action research in teacher education were thoroughly examined and analysed. The findings revealed that significant inconsistencies remain in defining and applying action research concepts, especially in teacher education contexts. To bridge this gap by addressing conceptualisation and operationalisation inconsistencies, I proposed a comprehensive definition of action research: action research is an iterative, reflective process in which practitioners investigate their actions and underlying practices to identify and understand the root causes of educational challenges. To address these inconsistencies and gaps in existing frameworks, I propose a synthesis of action research steps into two distinct categories for future applications. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This review critically evaluates the conceptualisation and operationalisation of action research within education, emphasising notable gaps and inconsistencies in existing literature regarding the definition, processes, research methodology including theoretical underpinning and research design, and the end goal of undertaking action research. A narrative literature review was performed, in which scholarly sources about action research in teacher education were thoroughly examined and analysed. The findings revealed that significant inconsistencies remain in defining and applying action research concepts, especially in teacher education contexts. To bridge this gap by addressing conceptualisation and operationalisation inconsistencies, I proposed a comprehensive definition of action research: action research is an iterative, reflective process in which practitioners investigate their actions and underlying practices to identify and understand the root causes of educational challenges. To address these inconsistencies and gaps in existing frameworks, I propose a synthesis of action research steps into two distinct categories for future applications. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14703297 |
| DOI: | 10.1080/14703297.2025.2508862 |
