Action Research as Evidence-based Practice - Enhancing Explicit Teaching and Learning through Critical Reflection and Collegial Peer Observation

Oct 15, 2026

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In an era demanding teachers demonstrate measurable impact, action research is presented as a practical and critically reflective approach to strengthen explicit teaching and learning. The work uses a historical lens to examine the foundations of reflective practice and action research within educational settings. It outlines processes and techniques, emphasizing how collegial peer observation supports application. An action research model illustrates feasibility for teacher-led evidence-based practice and professional learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Accountability measures and evidence demands

National assessments and transparency reporting

Professional standards and teacher career stages

Portfolio of evidence and teacher performance assessments

Evidence-base for teacher practice debates

Action Research as Evidence-based Practice: Enhancing Explicit Teaching and Learning through Critical Reflection and Collegial Peer Observation Renée Crawford Monash University Abstract: In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified asa practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As teacher-led research becomes more accessible, it is suggested that this may have positive implications for future teaching practice. Keywords: Action research, critically reflective practice, evidence-based practice, explicit teaching and learning, teacher’s professional learning, collegial peer observation Introduction Notions of quality teaching and learning are now underpinned by standardised processes of measurement, comparison, reporting and accountability in many Western countries (Lipman, 2010). Business driven models (Mahony & Hextall, 2000), have changed the way a number of schools are run and the expectations of teachers. Policy makers, government and education authorities, request demonstrable evidence and justification of education outcomes, resulting in accountability measures including, professional standards for teachers and learning benchmarks set through national high stakes student testing. In Australia, this adoption of rigorous accountability measures in education has impacted significantly on schools, teachers and students. In 2008, following the lead of countries such as the U.S. and U.K. (Wiliam, 2010), the Education Council in Australia introduced a national annual literacy and numeracy test for students in years 3, 5, 7 and 9, the National Assessment Program-Literacy and Numeracy (NAPLAN) (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2016) . The National Assessment Program also tests samples of years 6 and 10 students in science literacy, civics and citizenship and communication technology (ICT) literacy on a rolling 3-year structure. Soon after the implementation of the national assessment regime, the MySchool website was established, which supports national transparency and accountability of Australia's schools, by publishing nationally-consistent school-level data (ACARA, 2010) . These performance indicators changed the educational landscape for many schools as publicly available results had wider implications, such as, the allocation of school funding and resources and overall perception of schools due to rank and comparison. Despite protest from teachers and educational experts about why such emphasis should be placed on these national standardised tests; pointing to the fact that this is an unrealistic measure due to obvious limitations and bias as not all students perform well under such conditions and that this is only one form of assessment; the tests have remained. In addition, there has been the adoption of the Australian Professional Standards for Teachers as the basis for a national approach to teacher registration and promotion (Australian Institute for Teaching and School Leadership (AITSL), 2011) . These standards include sets of expectations for 4 stages of a teacher’s career, graduate, proficient, highly accomplished and lead teacher. Teachers are required to demonstrate appropriate knowledge and understanding for their level of experience and provide evidence of having met the relevant standards in order to be promoted. Accountability measures have also impact

FAQs

Why is action research considered suitable for improving explicit teaching and learning?

Action research is described as a practical, critically reflective method that helps teachers enhance explicit teaching and learning while building an evidence base for their work.

How does collegial peer observation fit into the proposed approach?

Collegial peer observation is embedded in the action research process to strengthen application and support reflective, teacher-led improvement.

What accountability pressures in education motivate the need for evidence-based practice?

The document links accountability to standardized measurement, national assessment regimes, and professional standards requiring teachers to provide evidence of meeting expectations and improving student outcomes.

Oct 15, 2026

Upload by Franzy