ACTION RESEARCH IN THE CLASSROOM: A REFLECTIVE APPROACH IN TEACHER PROFESSIONAL DEVELOPMENT
DOI:
https://doi.org/10.5281/zenodo.19396871Abstract
This article examines the role of action research in the classroom as a reflective approach to teacher professional development. The research demonstrates that classroom-based action research serves as an effective mechanism for bridging the gap between educational theory and practice, enabling teachers to systematically investigate their own instructional methods and implement evidence-based improvements. The findings indicate that reflective practice embedded within action research cycles contributes significantly to teachers' critical thinking abilities, professional autonomy, and adaptive teaching skills.
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