Teachers’ classroom-based action research

Cain, T. (2011) Teachers’ classroom-based action research. International Journal of Research & Method in Education, 34, (1), 3-16.


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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

Item Type: Article
ISSNs: 1743-727X (print)
1743-7288 (electronic)
Related URLs:
Subjects: L Education > LB Theory and practice of education
Divisions : University Structure - Pre August 2011 > School of Education > Leadership, School Improvement and Effectiveness
ePrint ID: 174517
Accepted Date and Publication Date:
April 2011In press
Date Deposited: 15 Feb 2011 08:50
Last Modified: 31 Mar 2016 13:32
URI: http://eprints.soton.ac.uk/id/eprint/174517

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