From the above explanations, it is clear that research and practice revolves around adult learning. The basics adult learning and research rely on four major areas, which include experiential learning, self-directed learning, learning to learn, and critical reflection (Brookfield, 1995).
On a personal point of view, reflective teaching and action research will greatly improve personal skills in teaching. This will in turn improve development students through effective teaching in class leading improved overall performance for both the teacher and the students. Teacher research will unite the practical and theory that is mostly associated with the practice of teaching. Action research involves five major steps, which as a practicing teacher prove to be very helpful. These steps involve planning, then taking into action, carrying out observation, reflecting on the outcome and finally re-planning on a more effective strategy (Kemmis & McTaggart, 1990).
It is common for teachers involved in carrying out action research frequently raise their issues and observations reflecting their teaching and their students’ progress. Research therefore enables teachers and educators have an overview of problems and issues affecting their collective areas of interest. Action research therefore, helps teachers be in tune with their students prompting for improved classroom engagement between teacher and