This book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a cultural innovation with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training.
Part 1 Action research and professional learning teachers as researchers - an historical and biographical context supporting professional learning through action research - three case studies Part 2 Action research - dilemmas and innovation the theory/practice problem the fundamental characteristics of action research the dilemmas and temptations of the reflective practitioner a practical guide to action research Part 3 Action research in policy contexts action research and the emergence of teacher appraisal in the UK competency based training and the education of the professions - is a happy marriage possible ? the national curriculum and models of curriculum development
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