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This article examines the use of action research as a method for instructor reflection and professional development in teaching graduate-level education courses. The authors, who are instructors at the University of Calgary, engaged in a collaborative process over two years to enhance their teaching practices and improve course design through iterative reflection and shared inquiry. The findings highlight the value of action research in fostering continuous quality improvement in instructional design and co
- Author
- abdelmajid.moumouh
- Language
- EN