실행연구의 형태로 이루어진 이 연구에서는 연구자들이 스스로 수행한 실행연구 과정 및 교육대학원에서의 논문지도 과정에 대한 참여관찰과 실행연구 사례에 대한 분석 결과를 토대로 개발된 「교사 연구자를 위한 실행연구 핸드북」을 개발하였다. 이 글은 이 핸드북의 주요 내용을 제시한 것으로, 우선 실행연구(action research)의 개념과 모형을 소개하고, 실제 실행연구 사례 50여 편의 분석 결과 연구 목적별로 유형화 된 3개의 실행연구 유형별로 연구 설계가 어떻게 달라질 필요가 있는지를 논의하였다. 또한 실행연구의 과정별 연구 설계 지침과 고려할 점을 개발하여 제시하고, 사용할 수 있는 연구 방법들을 소개하였다. 마지막으로는 실행연구논문의 작성 과정에서의 고려사항들을 일반적인 연구논문의 경우와 비교하면서 제시하였다.

As a cooperative action research by five professors who belong to four different graduate schools of education, this study aims for the development of a handbook for teacher-researchers who want to conduct an action research. Based on an analysis of 50 action researches and participant observation of each researcher and their graduate students in advising/conducting action research, a handbook for action research was developed and revised several times. A questionnaire survey was conducted after the seminar which was organized to show and evaluate the first edition of the handbook. Since most respondents were satisfied with the handbook except for the organization of the handbook, only minor changes were made including the improvement of the organization and provision of more actual research examples by teacher-researchers. In this article, concept and research models of action research are introduced and research designs, which need to vary according to the different categories of action research, are discussed. The three major categories of action research based on the major aims of research are as follows: 1)action research which aims to find causes of major problems and to improve situations in the research fields, 2)action research which aims to develop programs which can be used widely by other teachers, 3)action research which aims to find immediate solutions to the problems in the field.

As a cooperative action research by five professors who belong to four different graduate schools of education, this study aims for the development of a handbook for teacher-researchers who want to conduct an action research. Based on an analysis of 50 action researches and participant observation of each researcher and their graduate students in advising/conducting action research, a handbook for action research was developed and revised several times. A questionnaire survey was conducted after the seminar which was organized to show and evaluate the first edition of the handbook. Since most respondents were satisfied with the handbook except for the organization of the handbook, only minor changes were made including the improvement of the organization and provision of more actual research examples by teacher-researchers. In this article, concept and research models of action research are introduced and research designs, which need to vary according to the different categories of action research, are discussed. The three major categories of action research based on the major aims of research are as follows: 1)action research which aims to find causes of major problems and to improve situations in the research fields, 2)action research which aims to develop programs which can be used widely by other teachers, 3)action research which aims to find immediate solutions to the problems in the field.

action research, teacher-researcher, thesis for graduate schools of education, thesis for teachers’ field research competitions, bridge between research and teaching