Action research has been defined as “a process in which participants examine their own educational practice, systematically and carefully, using the techniques of research” (Watts, 1985, p. 2). Action research has been increasingly recognized as an appropriate tool for positive change. What began as a way of applying scientific method to the study of social sciences in the 1940s has evolved as a legitimate process for individual teacher and school district improvement. A strong research base supports the value of action research for both teachers and students (Fairfax County Public Schools Teacher-Research Project, 1992; McKay, 1992). Action research requires pre-service and in-service educators to look thoughtfully and critically at their professional practices and to engage in reflective dialogue. This cyclical inquiry process leads to teachers who continually observe, evaluate and revise their instruction as they learn more about themselves and their students (Bruce, 2000). Educators involved in action research grow both personally and professionally.

The Education Division of Missouri Baptist University embraces the model of a teacher/researcher and incorporates action research in both the undergraduate and graduate programs. Undergraduates are introduced to action research in two upper-level courses taken in their junior and senior years (EDUC 302, Professional Growth and Portfolio Development I, and EDUC 401, Professional Growth and Portfolio Development II) and are required to complete an action research study in a minimum of two additional upper-level courses. During their student teaching semester, students are required to complete an action research project if they have not already done so. Students receive support in completing this project during their student teaching seminar. Undergraduates are required to document their research project in their professional portfolios and are given the opportunity to share their research in “portfolio celebrations” held at the end of their student teaching semester.

Graduate students are required to take a research class (ETOP 553, Methods of Research) in which a variety of research methods are explored, with emphasis placed on action research. The culminating activity of this course is the completion of the first three chapters of a proposed action research project. All graduate students who are required to submit a professional portfolio as the summative assessment of their area of certification and competency are also required to include an action research project as a significant component of their portfolio.