Action research as reflection: A case study

Abstract

This paper aims at researching to what extent actionresearch can contribute to teachers’ continuous education by studying a theoretical frame of research that focuses on the continuous language teacher education. This investigation has been carried out in order to verify how valid it is for a continuous education to implement an action research effort taking into consideration three main aspects: the perspective of a teacher in the process of education, the view of the students who were also subjects of this study, and the perception of a school coordinator. Moreover, the purpose is to analyze the sort of relationship there is between coordinators and teachers and how the distance established by the hierarchical positions they assume in schools might be diminished through a shared and informed education. The contribution concerns the continuous education of an English teacher throughout her experience in the usage of a reflective teaching/learning process.