Teachers’ classroom-based action research

Tim Cain

Research output: Contribution to journalArticle

20 Citations (Scopus)
73 Downloads (Pure)

Abstract

Teachers’ classroom-based action research is sometimes misunderstood by those who undertake it and support it, in three respects. First, it is wrongly assumed to fall into either positivist or interpretive paradigms (or perhaps a mixture of both) or to be critical. Second, there is little understanding as to why action research is necessarily self-reflexive, collaborative and political. Third, there is a view that classroom research studies are not suitable for dissemination because they are not generalisable. Drawing on the work of Heron and Reason I outline a view of how teachers are positioned in their classroom to explain why teachers’ classroom-based action research cannot be underpinned by positivist, interpretive or critical paradigms, is necessarily self-reflexive, collaborative (albeit in a weak form) and political, and is suitable for dissemination to teachers, working in similar contexts.
Original languageEnglish
Pages (from-to)3-16
JournalInternational Journal of Research & Method in Education
Volume34
Issue number1
DOIs
Publication statusPublished - 2011

Keywords

  • Action research
  • Teachers
  • classroom

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