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The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.
Action Research Methodology, Humanization, Qualitative Research
Jeffrey would like to thank Drs. Selcen Guzey and Stephanie Zywicki for their assistance and consideration throughout the progress of this work. They were not only receptive to offering rich data and feedback, but also provided deeply influential support and mentoring towards becoming a proficient qualitative researcher.
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Recommended APA Citation
Radloff, J. D., Joslyn, C., & Capobianco, B. (2016). Humanization through Action Research as Methodology. The Qualitative Report, 21(10), 1999-2014. https://doi.org/10.46743/2160-3715/2016.2630
Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons