A handbook for Exploratory Action Research

Task 8.8 @
The other teachers that we’ve met in this book have all 
learnt valuable things through the process of Exploratory 
Action Research, and the insights they provided give you
a useful opportunity to practise your own data analysis
and interpretation skills. Analyse the reflections below for 
any common themes, recurring expressions or important 
words, and then write a short paragraph summarising what 
Exploratory Action Research can do for us as teachers, on 
the basis of these reflections. You can compare your answer 
with our paragraph in the answer key. 
“We need to stop focusing on our concerns and pay more 
attention to our students’ concerns. As a result of this 
project, I feel that I am more empathetic.” 
Camila Villalobos
“I heard my students. I saw myself.” Leyla Nuñez
 “If you are an experienced teacher and you think that you 
have nothing to learn from your colleagues and from your 
students, you are wrong.” Andrea Robles
“With this exploratory process I discovered that I was 
expecting something from my students but I was not 
giving them something they needed first.” Teresa Ríos
“Action research is important because education needs 
teachers who innovate, who have good ideas, who are 
aware of their students’ needs and are willing to change 
their approach.” Mauro Sáez
“From now on the way I teach listening will be different 
and according to what the group requires.” Lorena Muñoz
“I can say that this project has benefited me in so many 
ways. It has helped me to improve my teaching skills, but 
also to develop a better relationship with my students, 
and colleagues.” Javier Avalos
“Research is a wonderful tool and opportunity to begin 
that change we so desperately need.” Daniela Gajardo
Finally, we’d like to share the following update from Leyla 
(whom we met at the end of Chapter One). This is what she 
told us about her learning experience almost four years 
after her project ended: 
“Thanks to engaging in my exploratory action research 
project, I now see my students and myself as active 
agents in/of the changes in the classroom. I have stopped 
blaming the system, my students or even myself for those 
things that don’t work as expected in the classroom; also, 
I have learnt to value those things that do work, which 
also deserve to be explored and systematized in time. 
Above all, I have learnt not to assume the reasons why 
things happen. Whatever happens in the classroom has a 
reason which I need to unveil. The best way is by asking 
the other actors, my students -- they will always have 
important information to share. They are the source of 
motivation to continue improving my teaching practices.”
1
Oxford English Dictionary

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