The article reveals the pedagogical and psychological aspects of the Action Research methodology, its advantages in the development of research activity of teaching staff, as well as the role of dissemination of the idea of Action Research as one of the effective tools for the development of the personality of a teacher as a researcher. Dissemination of the best practices of Action Research contributes to the creation of a collaborative research environment, increasing the scientific potential of the university, involving all interested participants in the research process, both teachers, young scientists and students themselves. All this makes it possible to improve the quality of education, improve teaching practices, and more closely integrate the achievements of pedagogical science into the professional practice of teachers. This study also includes the analysis and interpretation of the results of a survey conducted among university teaching staff, on the basis of which the main advantages of implementing Action Research, as well as graphical visualization of data, are highlighted.

 The relevance of the dissemination process of the Action Research concept, its scientific justification and confirmation by the results of experimental data constitute the main purpose of this work. The wider the dissemination, the more sustainable is the development of the university and its transformation into a model of a research university. The importance of this article is also provided by valuable conclusions and scientific and methodological recommendations for young researchers on the dissemination of research results in the form of scientific publications, the publication of author's programs, methodological manuals, and the exchange of experience in professional online communities.