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Teachers’ classroom-based action research

Record type: Article

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

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Citation

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

More information

Accepted/In Press date: April 2011

Identifiers

Local EPrints ID: 174517
URI: http://eprints.soton.ac.uk/id/eprint/174517
ISSN: 1743-727X
PURE UUID: 75eb63f4-9aaa-4f57-9290-dd6231200e3b

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Date deposited: 15 Feb 2011 08:50
Last modified: 18 Jul 2017 12:11

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Contributors

Author: T. Cain

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