Introduction

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book shows that, as well as being competent professionals, teachers also have the potential to be researchers capable of generating educational theory grounded in their own contexts. It examines an ontological conceptual framework for classroom research. The book outlines ideas around critical thinking and encourages readers to get inside the assumptions they make about their everyday work and problematise them. It presents a reminder of how one’s educational values hold a key role in the action research process. The book focuses on how to provide evidence of change or enhancement in one’s practice, in the understanding of one’s practice or in one’s thinking processes. It aims to evaluate teacher education courses and professional development initiatives that offered participants opportunities for classroom research.