ABSTRACT
Teachers’ own evaluation of the impact on pupils As part of the action research process, there was discussion with all groups of teachers about the dangers of assuming the positive effects of changes to teaching and learning processes, and emphasis on the need to reflect on and test those assumptions. Teaching and learning are complex processes, and pupils’ attitudes to a lesson are influenced by a range of factors, some of them personal to them as individuals, others relating to the processes and culture of the lesson, and still others relating to the peer group of which they are part. Teachers’ own understandings of how their developments changed the dynamics and feelings of the
classroom were valued, but we encouraged them to generate appropriate data to confirm or challenge these understandings. Consequently, teachers made evaluations and observations during the course of their research, and used them to guide them further.
