However, in practice, allotting time and resources for teachers to conduct research has been one of my main difficulties in using action research as staff development. Each administrator must search for creative ways to fund research, perhaps using monies earmarked for other programs with lower priorities. Staff development and improvement of instruction should be the ultimate priority. A second challenge is informing teachers about what constitutes research and the difference between action research and applying known techniques or implementing strategies that teachers are convinced will work. Research constitutes rigorous methodology for data gathering and interpretation.
Action research is systematic and entails gathering evidence on which to base rigorous reflection.
I believe that for teachers to fully embrace the principles and philosophy of action research they need to begin by reinventing themselves. Practitioners must look at themselves and their practices, as if for the first time, and try to see themselves as the central object of their research if true change is to occur. We can only address the outside world after we have addressed our individual internal ones. We can only create alternatives to the existing methods and structures after we have restructured ourselves. References Winter, R. 1989.