Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and social studies—and is premised on the notion that changing teaching practice is connected to understanding how teachers learn. Specifically, it focuses on understanding changes in teacher pedagogical content knowledge, disciplinary inquiry, and critical pedagogy through action research. Findings suggest that we must go beyond current conceptualizations of teacher learning as process-product, cognitive, and situative to view teaching as inquiry. Successful efforts to change practice through action research have demonstrated the value of engaging teachers as active participants in education research. At the same time, the field must overcome barriers including the marginalization of action research, logistical issues associated with conducting action research, and the dissemination of findings.

中文翻译：

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教学实践中的行动研究和系统的、有意的改变

行动研究通过强调探究和将教师置于实践研究的中心，改变了当代教育改革的范式。通过将教师视为学习者，行动研究为改变教学提供了一种系统的、有目的的方法。作为实践社区的一部分工作时，行动研究人员会参与持续的专业学习活动。他们探索日常实践的问题，并努力带来改变。本综述重点介绍了跨越四个学科领域——英语语言艺术、数学、科学和社会研究——的行动研究，其前提是改变教学实践与理解教师的学习方式有关。具体而言，它侧重于理解教师教学内容知识、学科探究、和通过行动研究的批判性教学法。研究结果表明，我们必须超越当前将教师学习视为过程产品、认知和情境的概念，将教学视为探究。通过行动研究改变实践的成功努力证明了让教师积极参与教育研究的价值。与此同时，该领域必须克服障碍，包括行动研究的边缘化、与开展行动研究相关的后勤问题以及研究结果的传播。通过行动研究改变实践的成功努力证明了让教师积极参与教育研究的价值。与此同时，该领域必须克服障碍，包括行动研究的边缘化、与开展行动研究相关的后勤问题以及研究结果的传播。通过行动研究改变实践的成功努力证明了让教师积极参与教育研究的价值。与此同时，该领域必须克服障碍，包括行动研究的边缘化、与开展行动研究相关的后勤问题以及研究结果的传播。