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1、ActionResearchandtheProfessionalLearningofTeachersAPaperpresentedattheQattanFoundation,PalestineJanuary2001JeanMcNiffActionresearchisacknowledgedworldwideasapowerfulformoflearning.Itisusedineducationalsettingsacrosstheprofessions:inindustry,hospitals,
2、localgovernment,andotherworkplaces(seeforexampleAtwehetal.,1996;EdenandHuxham,1999;McNiffetal.,2000).Perhapsitismostvisibleineducation,whereitspopularitybecameprominent,particularlywithreferencetotheprofessionallearningofteachers.Thesituationisthattod
3、ay,afewshortyearssincetherisetoprominenceofactionresearchinthe1980s,itisrecognisedasarigorousresearchmethodologywhichcangreatlyenhancetheprofessionallearningofteachersastheystudytheirownpractice,inawaythatthequalityoflearningofstudentsinclassroomsmayb
4、eimproved.Zeichner(1998)observesthatselfstudyintheteachereducationmovementhasprobablybeenthemostsignificantdevelopmenteverinthefield.Whileactionresearchisrecogniseduniversally,itisstillnotacceptedbysomeasarigorousformofresearch.Schön(1995),speakingabo
5、utthetopologyofprofessionallandscapes,saysthatthereisahighgroundofabstracttheorising,andaswampylowlandsofpracticaleverydaywork.Researchundertakenonthehighgroundisregardedaslegitimate,andtheknowledgeitgeneratesisregardedasvalidtheory,whileworkundertake
6、ninthelowlandsisoftenperceivedaswhatwedoinanycase,andtheknowledgegeneratedisregardedascommonsense.Healsosaysthatintroducingthenewscholarshipofreflectivepracticeintocorporationsandinstitutionsofhighereducationcanmeanbecominginvolvedinanepistemologicalb
7、attle–inSchön’swords,thisisa‘battleofsnails’becauseithappenssoslowly.Theideaofabattleofsnailshasnotbeenmyexperienceoverrecentyears,whereIhavelearntinmyworkasaprofessionaleducatorthatsuchbattlesoftenmeanfightingvigorouslyforpeople’srightstohavetheirpra
8、cticalworkplaceknowledgevalued,andtocreatetheirownidentities.Inthebroader12theatresoflife,suchepistemologicalbattlesmeanfightingforideas,work,andevenlives.Iwouldliketodaytofocusontwoissues.Thefirstistodowithhowtheprofessionallearningofteachers
