Action research as a reflective tool: a multiple case study of eight rural educators' understandings of instructional practice

Given today's educational context, educators are rarely viewed as knowledgeable decision makers, especially in rural contexts where there are few resources for professional development. However, action research has long been characterized as a way to engage in reflective practice while providing a forum for educators to share their knowledge of effective, research-based instruction. Therefore, this paper seeks to explore the ways in which eight rural educators understand their roles and knowledge gained from conducting year-long action research projects. Findings demonstrate that participants reported a shift in their roles as educators, an increased understanding of the benefit of incorporating a researcher lens, and an enhanced sense of responsibility for meeting the unique needs of their students and rural communities. In particular, the paper highlights the need in today's educational climate for teachers to engage in reflection, which can be supported through action research.