Curriculum development through action research: A model proposal for practitioners

Abstract

Conducted based on the idea that there are similarities between “action research” and “curriculum development” processes, in this study, the aim was to develop a model that practitioners can use to understand and improve the practical curriculum. To this end, first, the phenomena of “curriculum”, “curriculum development”, “action research”, and “curriculum development through action research” were examined thoroughly, the action research models existing in the literature were analyzed in-depth, and, based on an eclectic approach, a model that blends both processes was proposed. Afterward, the proposed model’s implications for curriculum development were discussed. Finally, expert opinions on the model development process employed in the study were questioned, and the necessary changes were made in line with the obtained feedback. The proposed model has been conceptualized as a cyclical problem-solving process employing six stages. They include: (a) identifying the focus area, (b) performing a needs analysis, (c) developing an action plan, (d) implementing the action plan, (e) evaluating the process, and (f) reflecting on the process. Moreover, the proposed model’s implications for curriculum development are: (1) curriculum development is a practice-based process, (2) curriculum development is a problemsolving focused process, (3) curriculum development is a continuous (progress-oriented) process, and (4) curriculum development is a context-dependent process.