ABSTRACT
When chapter 9 was completed ten years ago, I was convinced that the only real educative work I had done in my career as a teacher had taken place with that particular class, but that it had been in some way out of bound or abnormal — not acceptable within the institutional practices of secondary schooling, as I knew them. But it was ‘liberation pedagogy’ for me as a teacher — because for the first time I had felt the satisfaction of self-initiated professional development. I want to focus this present chapter on the question of professional development. I want to explore the experience of the teacher involved in negotiation and the role of classroom action-research as a means of organizing and validating the experience of teachers' learning within the constraints of the institution.
