The Epistemological Perspectives on Action Research

Abstract

Gradually, action research (AR) is becoming one of the major methods employed in education research inquiries. Many researchers and practitioners are enjoying the convenient and flexible dimensions of this relatively new approach, which include being rich, open, dynamic, situation-based, and participatory—dimensions that improve instructional practice based on real learning contexts and experiences. AR advocates also emphasize its constructivist foundations and professional development benefits, both of which have become major foci for many teachers. On the other hand, some critics believe that AR does not effectively follow the requirements for scientific inquiry in education research, disparaging its philosophy, rationale, and tools as well as stressing its limitations. Beyond the debate about the use of quantitative and qualitative methodologies in education research, these critiques specifically address a crucial, yet ignored issue. Hence, this paper reports on an in-depth epistemological analysis of AR with respect to three dominant research paradigms; positivism, post-positivism, and interpretivism (anti-positivism).