INTEGRATING ACTION RESEARCH INTO PROFESSIONAL DEVELOPMENT PROGRAMS

This article examines the significance of Action Research for improving teaching practices and facilitating continuous professional learning. It also explores the integration of Action Research into the professional development of teachers. The paper specifically analyzes contemporary approaches to professional development and highlights the growing importance of Action Research as a practice-oriented and reflective approach. Particularly, the main models of Action Research-based professional development, including individual inquiry, collaborative action research, school-wide action research, and university-school partnerships, are discussed. The article also reviews the methods and tools that are commonly used in classroom Action Research, such as observations, reflective journals, interviews, questionnaires, and document analysis. In addition, the study discusses the key factors that facilitate successful implementation, as well as the challenges and barriers that teachers may encounter during the integration process. The review of the literature demonstrates that Action Research contributes to the development of reflective practice, teacher autonomy, and evidence-informed instructional improvement.