Dealing with action research as a form of teacher professional development, this book traces the historical emergence and contemporary significance of action research in schools. It examines action research as a "cultural innovation" with transformative possibilities for both the professional culture of teachers and teacher educators in academia. 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.

Also available in printed form ISBN 9780335096893

Electronic reproduction. Askews and Holts. Mode of access: World Wide Web.