Action research / the research cycle
Action research (meaning the research-based improvement of one's own professional practice) takes place in an iterative process of observing one's own context, the emergence of a research question, problem exploration, planning, acting, analyzing and evaluating. This is shown schematically in the image below (derived from Kiewiet-Kester, 2014). Source: Loo, J. v., Lieskamp, M., & Zwart, C. (2015). Investigative leadership. Houses: Pica education management.
Zuber-Skeritt
and Perry (2002) also refer to this cycle as the 'core action research
cycle'. In addition to this cycle, there is a second important cycle;
the reflection cycle, also referred to as the 'thesis action research
cycle' by Zuber-Skeritt and Perry.
In other words: at the same time as carrying out the research cycle, the researcher reflects at each step in the process on how the research process itself is proceeding and what he learns from it with regard to the implementation of the subsequent steps. This reflection cycle is necessary for the research to be more than 'everyday problem solving' and to enable meta-learning (Argyris, 2003).
Mezirow identifies three levels of reflection: content, process and assumptions (Mezirow, 1991). These three levels are reflected in the reflection cycle. For example, the Spiral Reflection of Korthagen (2000) can be used as a reflection method.
Several research cycles can take place in succession, which can be schematically represented as follows:
The (learning) cycle below indicates how one's own mental models (practical theory) can be supplemented from a theoretical framework (scientific theory), on the basis of which interventions can then be planned, implemented and evaluated:
Bibliography
Argyris, C. (2003). A life full of learning. Organizational Studies., 24(7), 1178 – 1192.
Korthagen, F. (2000). De organisatie in balans: relflectie en intuïtie als complementaire processen. M & O(3), 36 – 52.
Loo, J. v., Lieskamp, M., & Zwart, C. (2015). Onderzoeksmatig leiderschap. Huizen: Pica onderwijsmanagement.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Zuber-Skeritt, O., & Perry, C. (2002). Action research within organizations and university thesis writing. The learning Organization, 9, pp. 171 – 179.