Description
Book SynopsisThis 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.
Trade Review"This is a most stimulating book which should be prescribed reading for any serious student of education and those involved in the management of policy and effective schooling." - Educational Research "Elliott...sticks to the enduring issues of teachers needing to research their own classrooms and schools, using a variety of approaches, so that they can base changes on a proper study of purpose and process, after considering the documents, the strategies, the real and apparent precepts on which decisions are being made. It is much more timeless and less transient. Good for him." - T.E.S. "Anybody interested in reading an antidote to presently received wisdom on the 'self evaluating' school, should read John Elliott's book." - Journal of Education for Teaching: International Research and Pedagogy "This book is essential reading for teachers." - Journal of Teacher Development "For the research teacher-student this book is invaluable." - Headlines: Journal of the Secondary Heads Association
Table of ContentsPart 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
