ABSTRACT
Effective professional development requires teachers to be reflective about their practice, at the pre-service teacher level and as part of a life-long career practice. Due to the reflective nature of teaching and learning, action research (AR) is a valuable methodology for investigating teaching practice. The methodological framework provides educators with a way to critically analyse the issues presented in a localised context, for example, the classroom or school, with the intention that this could later be applied to a wider context such as other classes at the same level or in the same subject area. C. Hendricks' classroom AR approach is used to improve classroom/tutorial practice or in the wider school/university context with the intention of changing theory and practice. Aligning with the AR literature, the teacher–researchers faced various challenges and ethical issues as they planned and implemented their project.
