Action research is teacher process oriented to reflect upon and improve their own practices of teaching and learning. Teachers'reflective practices as a continuous content and pedagogic enrichment to address the diverse needs of the children in their classrooms, through their learning outcomes will be improved. This paper reports on the basis ofparticipatory constructivist and experiential learning results of seven weeks and two credit online course on ‘action research’ for in-service teachers conducted by the National Council of Educational Research and Training (NCERT). This course provided an opportunity to get on-line training as per their needs and time with continuously mentored and support by subject experts and educationists through web-login credentials such as dashboard, learners profile, scheduled course materials, telegraph messages, forums and synchronous meeting. The course module contains variety of content experts’ explanation video, learning materials, assignments and feedback on submitted assignments. In this course a heterogeneous group of 127 in-service teachers has participated from school level teachers to university level faculty members across the India, the investigator used the mixed method approach and the data were collected from 107 teachers the investigator was the part of the learner group; The findings of the study reveals that it's an good opportunities to the in-service teachers to learn, observe, feel do and reflect, with these learning and doing experiments they came out with wonderful reflective experiences through online action research course with clarity in how to improve the day-to-day practices in classroom activities with handful resources and mindful ideas of action research to meet the classroom challenges and to improve the practices in the classroom as well.
In-service Teachers Professional Development (ITPD), Action Research, Self-Reflective Practice and National Council of Educational Research and Training(NCERT)
