Over the last four years, I’ve had the privilege of mentoring teachers in their journey as researchers in their own classrooms. Recently, I’ve been reflecting on what keeps me so engaged in the field of teacher research. Having engaged in curriculum studies as a researcher, I realised that what truly excites me is witnessing teachers grow into active contributors to the curriculum through (exploratory) action research.
The idea of the teacher as a researcher isn’t new; it’s built on the work of professionals like social psychologist Lewin (1946), who is usually mentioned as the father of action research. Although Lewin’s initial work wasn’t specifically designed for education, his four-step cycle, planning, acting, reflecting, and observing, has become a powerful framework for teachers exploring their own classrooms.
Lewin’s well-known quote highlights his vision for connecting practice with reflection and research (Nasrollahi, 2014):
“There is nothing so practical as a good theory” – Kurt Lewin
This connection to real classroom experiences is what makes action research so important for curriculum development, as it empowers teachers to shape both what they teach and how they teach it based on their unique classroom contexts.
Teachers as change makers in their classrooms
Today, we understand that curriculum development is a living process, one that grows and adapts alongside teachers and learners. When teachers lead their own classroom research, they become agents of change, turning the curriculum into something responsive and meaningful. Action research encourages teachers to look closely at their own practices, engage in exploration, question assumptions, and implement small changes that can have a big impact. As they explore and analyse their findings, they gain valuable feedback, providing an opportunity to evaluate and improve their curriculum. This approach drives bottom-up curriculum transformation, from a static product into a dynamic, context-sensitive decision-making process (Ahrens, 1956, p. 365).
One of the most exciting aspects of action research is the way it redefines the teacher’s role in the classroom. Fischer (2001, p. 47) emphasises action research as a journey of inquiry. This journey of inquiry turns teachers into creators of knowledge, and teachers move from being implementers of the curriculum to investigating, experimenting, and learning, alongside their learners.
For teachers, this means asking questions about classroom practices and developing a deeper understanding of their classroom context. For school leaders, it’s about promoting a culture where teacher-led research is valued, supported, and embedded into professional development.
So, if you’re a teacher, what’s one question about your classroom that you’ve recently wanted to explore? Perhaps it’s time to start your own exploratory action research journey.
For school leaders, how do you create an environment where teachers feel empowered to take ownership of curriculum development through action research? Have you tried action research as part of your own professional development?
What are your thoughts on teachers as researchers? Share your experiences in the comments!
Şirin Soyöz Yılmaz
References
Ahrens, M. R. (1956). Curriculum improvement through action research. The High School Journal, 39(7), 364–369. http://www.jstor.org/stable/40363607
Fischer, J. C. (2001). Action research rationale and planning: Developing a framework for teacher inquiry. In G. Burnaford, J. C. Fischer, & D. Hobson (Eds.), Teachers doing research (2nd ed., pp. 29–48). Mahwah, NJ: Lawrence Erlbaum Associates.
Hunkins, F. P., & Hammill, P. A. (1994). Beyond Tyler and Taba: Reconceptualizing the curriculum process. Peabody Journal of Education, 69(3), 4-18.
Lewin, K. (1951). Field theory in social science: Selected theoretical papers. Harper & Row.
Nasrollahi, M. A. (2014). A closer look at using Stringer’s action research model in improving students’ learning
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