Literature-informed, one-turn action research: three cases and a commentary

Tim Cain, Melanie Holmes, Alison Larrett, Joanna Mattock

Research output: Contribution to journalArticle (journal)peer-review

24 Citations (Scopus)
41 Downloads (Pure)


Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to (a) behaviour management, (b) monitoring and assessing, and (c) pupil-centred education. The assignments are analysed using Bloom et al’s. (1964) typology of thinking skills, Handal & Lauvas’s (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick and Feldman (1999). They are positioned as cases of ‘literature-informed, one-turn’ action research; a concept which is discussed in relation to other concepts of action research.
Original languageEnglish
Pages (from-to)91-106
JournalBritish Educational Research Journal
Issue number1
Publication statusPublished - 2007


  • Action research
  • teacher education
  • teacher preparation


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