期刊名称：International Journal of Research Studies in Education
印刷版ISSN：2243-7703
电子版ISSN：2243-7711
出版年度：2014
卷号：3
期号：1
语种：English
出版社：Consortia Academia Publishing
摘要：Knowledge is centered within society and dynamism is based on the view that the world is constantly changing. Henceforth, action research offers a tool for teachers to become the agents of change rather than as the recipients of knowledge. Furthermore, for the change to be consolidated, the teachers should enter into dialogue with researchers. In fact, utterances of a single individual are barren until they are granted meaning by the other individual. By elaborating the tenets of action research, the paper is trying to confirm that the democratic nature of inquiry is per se well-appraised, but the applicability of action research in any context is under question. To the present writers, action research is not fulfilling these hopes because the teachers are not well-supported. However, besides investigating the philosophy adapted by action research, the writers suggest any attempt towards re-describing inquiry and abandoning the old terminologies inherited from traditional predecessors are worthwhile provided that the foundation of the so-called precondition—collaboration—for an action research is met.
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