This study explores how participation in a guided action research process can support teachers’ professional development and strengthen their reflective and pedagogical capacities. While action research has long been recognised as a promising approach for fostering teacher agency, inquiry‑orientation, and practice‑based learning, less is known about how teachers experience such processes when they are intentionally scaffolded by a researcher and embedded in their everyday school context. This study contributes to this discussion by examining teachers’ reflections on their learning and professional growth during a structured, collaborative action research project.

The research was carried out with Romanian teachers (N=15) who engaged in an action research cycle focusing on pedagogical challenges identified in their own classrooms. The process included joint planning, classroom experimentation, reflective dialogue, and iterative refinement of teaching practices. Continuing support was offered during the process by a university lecturer. Data consist of written reflections and recorded discussions. A qualitative thematic analysis was used to identify how teachers described changes in their thinking, practices, and sense of professional agency.

Preliminary findings suggest that guided action research can function as a meaningful and empowering form of professional development. Teachers reported gaining greater confidence in analysing their own practice, a clearer understanding of how theory can inform everyday pedagogical decisions, and an increased willingness to experiment with new approaches. The structured support (the combination of collaborative reflection and external guidance) was experienced as both motivating and professionally safe, enabling teachers to engage deeply with their own learning.

The study argues that guided action research holds considerable potential as a professional development method, especially in contexts where teachers may have limited opportunities for collaborative inquiry or structured reflection. The findings indicate that when appropriately supported, action research can foster practice‑embedded learning, strengthen professional identity, and promote a culture of inquiry within schools. The paper concludes by discussing the conditions under which this method may be recommended as a scalable and sustainable approach to teacher development.

The study employed a qualitative research design grounded in the principles of action research and reflective inquiry. The methodological approach was intentionally structured to capture teachers’ lived experiences as they engaged in a guided action research cycle within their own school contexts. The process was designed to be both collaborative and iterative, enabling teachers to move between planning, action, observation, and reflection while receiving ongoing support from a university lecturer. The research unfolded in four main phases. First, teachers identified a pedagogical challenge from their own classroom practice and formulated an inquiry focus. This stage included joint discussions to clarify the problem, articulate assumptions, and connect classroom issues with relevant theoretical perspectives. Second, teachers designed and implemented small scale instructional interventions aimed at addressing their chosen challenge. These interventions were carried out in authentic classroom settings, allowing teachers to test new strategies in real time. The third phase centred on structured reflection. Teachers documented their observations through written reflections, reflective journals, and short analytic memos. In addition, group reflection meetings were organised at key points in the cycle. These sessions were audio recorded and later transcribed. The final phase involved iterative refinement. Based on their reflections, teachers adjusted their instructional strategies and repeated elements of the cycle. The entire action research process followed Kemmis’ action research cycle, which emphasises a recursive movement through the phases of planning, acting, observing, and reflecting. (Kemmis, McTaggart, & Nixon, 2014) Data sources included written reflections, recorded group discussions, and field notes from the researcher facilitator. A thematic analysis was conducted following Braun and Clarke’s (2021) six step framework, allowing for the identification of recurring patterns related to teacher learning, agency, and professional identity. Coding was both inductive and deductive: inductive to capture emergent themes from teachers’ narratives, and deductive to align findings with existing literature on action research and teacher professional learning.

Preliminary analysis shows that guided action research can serve as a powerful pathway for teacher professional learning, particularly in contexts where opportunities for collaborative inquiry are limited (Keski-Mäenpää, 2018). Teachers reported that the structured and supported nature of the process enabled them to engage more deeply with their own practice than in traditional professional development formats. The combination of autonomy and guided facilitation created a professionally safe environment in which teachers felt encouraged to experiment, question assumptions, and analyse their pedagogical choices. One of the most significant outcomes was the strengthening of teachers’ reflective capacities. Participants described becoming more systematic in observing their classrooms, more confident in interpreting student learning processes, and more aware of how theoretical concepts could inform everyday instructional decisions. This shift from intuitive to more evidence informed practice contributed to a heightened sense of professional agency. The findings also suggest that collaborative reflection played a central role in teachers’ learning (Kemmis & McTaggart). The opportunity to discuss challenges with peers, share interpretations, and receive external guidance helped teachers broaden their perspectives and recognise alternative approaches. This collective dimension fostered a sense of community and reduced the isolation often associated with classroom based problem solving. Furthermore, the iterative nature of the action research cycle supported teachers in developing a mindset of continuous improvement. Rather than viewing teaching strategies as fixed, participants began to see them as adaptable tools that could be refined based on evidence and reflection. This shift has implications for building a culture of inquiry within schools. Overall, the study concludes that guided action research is a promising, scalable model for teacher professional development. When embedded in teachers’ everyday practice and supported by structured facilitation, it can enhance reflective competence, strengthen professional identity, and promote sustained pedagogical growth.

Braun, V. & Clarke, V. (2014) Thematic Analysis. A Practical Guide. Sage. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer Press. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. Keski-Mäenpää, K. (2018). Towards student-centred pedagogy: action research with Ethiopian village schoolteachers. Jyväskylä University.