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