Action Research in the Classroom: The University Lecturer and Research into Teaching Practice

Abstract

The importance of the process of continuous formation in higher education professor earns highlight growing in contemporary society, a society in fast and constant transformation process. Thus, this study looks for understand the possibilities of action research as a methodological tool so that the professor research their teaching practices in the context of classes that mobilize active and participatory attitude of the students. This study also seeks to understand the possibilities of this teaching practice combined with research practice to create and develop the investigative habitus in the professors. It presents a reflection from authors that investigate the action research on the pedagogical perspective, as Franco, Tripp and Thiollant, and the results of researchactions performed by the authors. The results indicate that, although possible, institutional issues may create difficulties for the practice of this teaching form because it requires spaces and different times, both for professors and for students.