Action Research and Professional Learning: Some Reflections on Inquiries that Advance Professional Knowledge and Practice

  • Robyn EwingEmail author
Part of the Methodos Series book series (METH, volume 9)


This response chapter argues that action research is more than ‘an orientation to inquiry with an obligation to action’. It begins by exploring the epistemological assumptions underpinning action research. Further, along with improving practice, action research allows practitioners to come to a deeper understanding of their practice. Hence the often advanced distinction between action research and action learning becomes blurred. A number of recent exemplars in which action research has led to changes in beliefs, knowledge and practice, and ultimately sustained curriculum reform, are considered, together with some constraints and challenges facing action researchers.


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Faculty of Education and Social WorkThe University of SydneySydneyAustralia

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