Teaching through action-research

Abstract

This article delves into action research. This methodology, situated in the qualitative paradigm, is delimited by its own terminology and by characteristics that differentiate it from other research methodologies. These characteristics are opposed by others that indicate that it is not an action research. Very briefly, he comments on the milestones that have marked its development throughout its history, as well as the different criteria on which the different typologies have been established: technical, practical and critical or emancipatory. The process of action research is described below, summarized in four phases. The article ends by underlining the idea of ​​developing this methodology as a way of understanding teaching, not just investigating it.