ABSTRACT
This chapter explores classroom researchers to rely not only on their own autobiographical accounts when reflecting on their practice but also to utilise the views of colleagues, students and the literature to develop a more holistic and critical view of practice. Classroom researchers never work alone – their research involves other participants. They need, therefore, to be aware of the ethical standards required, particularly if they are working with children or vulnerable adults. Despite the need for innovative professional development to answer the challenges faced by teachers in educational situations, most teacher development remains driven by outmoded approaches. Student teachers in many institutions engage in problem-based learning. Many teacher education courses also have a professional research project element where student teachers research an area of pedagogy or practice that is relevant to them.
