Teacher professionalism, educational aims and action research: The evolution of policy in the united kingdom

Abstract

The article explores the changing place of research in teachers' professional development. Starting with the rise of the action research movement in the late 1960s, it traces various versions of partnership in research up to the present time. It argues that current initiatives present more favourable opportunities for teachers' professional development through research than was previously the case. A stakeholder approach to research in which teachers act as partners with other users of education in determining, carrying out and evaluating a research agenda is advocated. © 2000, Taylor & Francis Group, LLC. All rights reserved.