Action Research and Collaborative Professional Culture in the Tamagawa Academy IB Division
Action research plays a central role in fostering a collaborative learning culture among educators in International Baccalaureate (IB) schools. As articulated by the IB, action research is a cyclical and inquiry-driven process consisting of planning, acting, observing, and reflecting. This iterative cycle enables educators to continuously refine their practices, respond to emerging challenges, and improve student learning outcomes.
Importantly, action research is not limited to individual professional growth; it is inherently collaborative. The IB emphasizes that action research can be conducted both individually and collectively, supporting schools in working as learning communities that identify shared goals and engage in development planning together. Through this process, teachers and leaders build on existing successful practices, share insights, and collectively expand their professional capacity.
Within the Tamagawa Academy IB Division, action research is intentionally implemented as a vehicle to cultivate a culture of teacher collaboration and inquiry. Teachers engage in cycles of investigation grounded in their own classroom contexts, often working in teams to explore questions related to teaching, learning, and student well-being. These collaborative inquiries not only generate practical solutions but also contribute to a shared professional language and collective sense of purpose. Over time, such practices foster a sustainable community of practice in which teachers learn with and from one another.
This approach resonates deeply with the educational philosophy of Obara Kuniyoshi, the founder of Tamagawa Academy, who advocated for Zenjin Education—the holistic development of the whole person. While often associated with student growth, Obara’s vision extends equally to educators. Teachers, as lifelong learners, are expected to continuously refine their character, knowledge, and practice through reflection and experience. In this sense, action research serves as a contemporary embodiment of Zenjin Education for teachers: a process through which educators grow intellectually, professionally, and collaboratively.
By integrating the IB’s action research framework with Obara’s vision of holistic education, the Tamagawa Academy IB Division positions teacher learning as both an individual and collective endeavor. This alignment not only enhances instructional practices but also nurtures a vibrant, reflective, and collaborative professional culture that ultimately benefits the entire school community.
