Action research and pedagogical decision-making

Action research can provide a systematic approach to the improvement of classroom instruction. The improvements are based upon information or feedback about a clearly identified aspect of one's teaching. However, the ability of teachers to conduct action research and then to use that information to improve their teaching may be closely linked to two important aspects: - the level of experience of the teacher, and - the school setting in which they work. Karel Smeets' chapter (chapter 16) begins with important questions that relate to the two conditions noted above. He is exploring how much influence teachers can have on their own action research, the impact of such action research on changes in the school, and how others in the school exert their influence on this process. He asserts that teacher leadership is a natural outcome of decisions that a teacher can make about the curriculum and how best to teach it. This is because the steps a teacher takes to conduct action research are empowering and they enable the teacher to become a decision-maker.