Promoting visual classroom research by a practitioner as a part of action research

The blogger, Jaipur-based  educator and researcher, Dr Lalit KIshore, deems visual research and visual-disruptive teaching intervention for inclusive education as a member of the action research family. The classroom based visual research methods and techniques are the emergent research methodologies since with smart phones, digital came and interactive boards and laptops are becoming handy, the visual content has become a critical component of education and everyday communication through social media and various web-based platforms with centrality of visuals as well as as on-line teaching and hybrid modes of communication.

With the internet, AI and social media becoming easily accessible at homes and schools, the visual data can easily collected in the digital format in the following forms : pictures ,  photographs, collages, screen shots, short videos, GIF, Memes, animated emogies, looping media, infographics, and many more in mixed forms both online and off-line

As stated by the NCERT, action research enables educators to systematically address specific issues within the classroom. This framework necessitates that teachers identify a localized problem, develop an action hypothesis, execute pedagogical interventions, assess the data gathered, and reflect on the results to enhance school practices. The specific cyclical steps include clearly identifying the problem with actionable objectives, designing an intervention that outlines precise steps, a timeline, and the target group of students involved. Following the implementation of the intervention, data collection should occur. basically, action Research serves as a process for both problem-solving and verification. Nevertheless, research suggests that the process is most effective when conducted through cooperation and collaboration.

Kishore views action research as framework design in classroom pedagogy, STEM integration, and teacher-led action research. He positions action research not as an abstract academic task, but as a dynamic, reflective tool for educators. He bridges classroom practice and problem-solving through specific frameworks by continuously identifying internal pedagogical issues, collect local data, and experiment with immediate interventions.. He has provided the ABCs of action research to break down complex, institutional research methodologies into accessible, digestible steps for school teachers.

However, with a few takers for visual research methods, the text-based communication and research continues to be more popular with classroom instructors at the school and higher education level.

In Summary

Kishore (2026) highlights action research as a self-reflective tool for teachers to bridge the gap between theory and practice, fostering continuous professional growth and improved student learning outcomes. By engaging in a cycle of planning, acting, observing, and reflecting, educators become active researchers who systematically refine their practice and methodologies.

Kishore, L. (2026, June 11). Promoting visual classroom research by a practitioner as a part of action research, Lalit Culp, https://lalitculp.wixsite.com/website/post/promoting-visual-classroom-research-by-a-practitioner-as-a-part-of-action-research