This paper is an extension of a conversation begun at the CARN 2020 Conference. It outlines how an accelerated, rushed lifestyle impacts negatively on almost every aspect of life. In education, the fast-paced life is reflected in the trend towards incessant production. This trend impacts negatively on the lives of university lecturers, teacher-educators, students and on teacher-researchers, and is reflected in the unrelenting demand for research output and performance reports. It is mirrored in the lack of time for thoughtful, critical reflection and impacts on the quality of scholarship and on professional agency. It also has negative implications for health and well-being. The contrary motion of the 'slow' movement formulates a sustainable alternative to the onslaught of speed. It manifests itself in the slow movement initiatives which are percolating into the fields of education and research also. The first section of this paper explains why the development of a 'slow approach' to action research might be sought. The second section of the paper outlines how a slow approach to action research might be envisaged in a practical manner. It outlines ideas around (i) personal awareness, (ii) intellectual awareness and (iii) relational awareness as suggested slow approaches to action research.