Pedagogical action research: findings and perspectives

Abstract

The present article theoretically approaches the concept of action research through the prism of the opinions of native and foreign researchers and reviews the current meanings of the given notion, the perspectives of analysis and exploration. In the context of contemporary educational policies, we note the innovativeness of the concept without which it would be impossible to appreciate the activity of teachers and researchers in the field of education. Emerging from the given statement, an important directive is the identification of the specifics of action pedagogical research for teaching staff in the contemporary educational system. The article highlights experimental particularities of pedagogical action research (PAR) of teachers based on the eight components of PAR: the potential of teachers to conceptualize PAR, the ability of teachers to organize research actions, the ability of teachers to evaluate research results, the teachers’ ability to make critical reflections, the ability of teachers to implement changes in practice, the potential of teachers to innovate the educational process, professional development validated in a pedagogical context, replanning. The analysis of the experimental results allowed us to establish the need for the approach and continuous development of the PAR. In perspective, the approach to pedagogical action research can constitute an innovative link in research, a guarantee of the progress of the national economy in the medium and long term, or action pedagogical research can have a decisive role in the sustainable evolution of society, being essential for personality development. In this context, the promotion of training activities by and for PAR represents a primary task of both higher education and a contemporary school in a society that is constantly changing based on knowledge.