The Role of Reflection in Action Research: Toward Enhanced Understandings of Curriculum Improvement

Abstract

In this paper we draw upon our reflections from an ongoing action research project on student research in course-based, professional graduate programs. We broach our considerations to delineate the complexity of improving curriculum by tracing how the iterative process of action research informed the core findings from the research. The broad framework informing our action research approach includes: (1) planning; (2) observing and acting; (3) critical reflection; and (4) engaging in continuous iterations of this process. Specifically, our collective inquiry takes up the role of reflection within action research cycles to support us in better understanding curriculum review and improvement.