Enabling Professional Development via Tertiary Action Research Praxis
Bibliographic Data
| ID | 6428154 |
|---|---|
| Authors | Thomas G Ryan (0000-0003-1540-4414, Nipissing University, corresponding author) |
| Year | 2025 |
| Volume | 21 |
| Issue | 2-2025 |
| Pages | 138-138 |
| Publication date | 2025-12-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IJAR – International Journal of Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1861-1303 • E-ISSN: 1861-9916 |
| Publisher | Verlag Barbara Budrich GmbH (PUBLISHER) |
| DOI | 10.3224/ijar.v21i2.05 |
| OpenAlex | W4417150635 |
| Language | EN |
| References cited | 33 |
This integrative review argues that professional development is accomplished within action research with its stepwise acting, reflecting, and revision not unlike praxis. Praxis, or the application of theory while practicing requires committed pedagogical action. I ask: Can praxis and action research be managed within professional development? Secondly, is there enough support within the literature to prove the supposition that AR can be praxis and vice versa? Findings suggest that within tertiary education, many teachers act as researchers of self, and practice, as there is an on-going need for professional development
How we think.
Getting Smart
Teacher identity development through action research
The PRISMA 2020 statement
Teachers’ professional learning and its impact on students’ learning outcomes
Action Research as Pre-Service Teacher Inquiry Physical Education
A Dynamic Interplay of Professional Identities
The narrative documentation of pedagogical experiences and the democratization of professional development and schooling in Argentina
Caring reflexivity
Self-directed professional development to improve effective teaching
Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency
Researching educational praxis
Educational change takes ages
Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
| Highly cited | No |
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