Abstract
This study reports on graduate students’ thoughts and beliefs about utilizing action research as a means of professional development two years after their graduation from a Master of Arts program in Education. Because many school districts now encourage teachers to engage in self-study and to collect data that informs their instruction, the author sought to broaden graduate students’ view of action research as a tool that can enhance several areas of practice. The article discusses feedback from students who learned the benefits of action research in their program of study, and their beliefs about the use of action research to (a) model a commitment to learning for continuous professional growth, (b) set into motion a plan for professional development, (c) create new options or solve problems, and (d) act as a path for leadership opportunities in their buildings or districts. Students generally reported the benefits of utilizing action research as a tool for continuous professional development.
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