ABSTRACT
This chapter presents a method of developing a theory of practice from the findings of teachers' research. To use Schon’s terminology, the academic researcher worked in the high ground of theory while the teacher toiled in the swampy lowland of practice. In traditional forms of educational research the teacher was not usually regarded as a knowledge-creating researcher. In a self-study action research methodology, which recognises the role of teacher-as-researcher, teachers are viewed as researchers in their own right, eminently capable of developing theories from their educational practices. The process of developing a theory of practice from teachers' research project is not an easy one and often occurs only after they have engaged in a series of positive actions and critical reflections. It requires great clarity in setting out the aims and objectives of teachers' research and a clear focus as regards their research question.
