“Teachers-as-Researchers” or Action Research: What is It, and What Good is it for Art Education?

Abstract

Conceptions of “teacher-as-researcher” or action research are examined in epistemological, professional, sociopolitical, and historical contexts. Using examples, the author presents six assumptions underlying action research: (a) teachers theorize and develop theories-in-practice, (b) action research involves more than technical problem solving, (c) a practitioner of any professional field and at any level can engage in action research, (d) research methods matter and are usually interpretive or qualitative, (e) action research can be collaborative, and (f) such inquiry can purposefully address social inequities and issues of power. Questions are raised that action research proponents themselves have not addressed to any great extent but which should be discussed by art educators who are interested in action research.