ABSTRACT
Some have argued that for teacher’s work to be accorded the status of research, it has to be published in some form. Stenhouse (1975) defined research as systematic enquiry made public. Ebbutt (1982) suggested that for teacher enquiry to be considered seriously, not only should it be made public, but it should also be open to public critique. ‘If action research is to be considered legitimately as research, the participants in it must, it seems to me, be prepared to produce written reports of their activities. Moreover these reports ought to be available to some form of public critique’.
