ACTION RESEARCH AND TEACHER REFLECTIVITY: THE LOGBOOK AS A TOOL FOR CLASSROOM TRANSFORMATION

Abstract Action research represents an effective methodology for promoting teacher reflectivity and transforming teaching practices. This study explores the role of the logbook as a tool for documenting, analyzing, and rethinking the educational experience with a view to continuous improvement. Through a reflective spiral design (Kemmis & McTaggart, 1988), the research was conducted in a lower secondary school, involving a heterogeneous class of 22 students. The logbook was used in different modalities (emotional, collaborative, and multimedia) to collect data on classroom dynamics and the teaching strategies adopted. The analysis highlighted how systematic reflection promotes the adaptation of teaching methodologies, stimulating active student participation and their transformation into co-authors of the educational process. The integration of digital tools enhanced documentation and interaction, enabling an innovative visualization of results through interactive timelines and emotion word clouds. The findings suggest that the logbook, embedded in an action research path, not only strengthens teacher professionalism but also helps build a dialogic and participatory learning community, in line with reflective and transformative pedagogy.