Unlocking the Untapped Potential: Teacher-Led Action Research in India

Written by Umesh Bedkute, Research Associate

National Education Policy (NEP) 2020 in India emphasizes the integration of action research as a crucial component. The policy urged teachers to engage in reflective practices, adapt teaching methods, and contribute to the continuous improvement of the education system. This blog aims to explore the critical role that teacher action research can play in improving India's education system.

Action research is a reflective process where educators systematically study and adjust their teaching methods, aiming to improve learning outcomes and address specific challenges in the classroom. Drawing from its historical evolution, core principles, and potential to tackle the contemporary challenges of the Indian education system, I illuminate how this approach can usher in a new era of educational excellence and social progress.

Teacher action research finds its origins in the United States in the 1940s, At its inception, Kurt Lewin laid the foundational stones of this movement. In the United Kingdom, Johns Hopkins harnessed its potential for curriculum development in the early 1970s. Lawrence Stenhouse, in 1975, championed action research, He emphasized teachers as researchers, advocating for an approach where educators actively engage in reflection and experimentation to enhance teaching and learning practices. Today, it stands as a dynamic and evolving practice, empowering educators to take charge of their pedagogical journeys.