ABSTRACT
What then was appealing to us about action research? There are two attactive features in the literature which we would like to emphasize. In discussing these, we will attempt to take up a few of the implications of these features as we tried to take account of them in our preparations. First, action research in the classroom starts with attempts to uncover ‘problems’ or ‘matters of concern’ as perceived by teachers, rather than problems as perceived and conceptualized by those not directly involved in the day-to-day business of classroom life. Starting points for much research on education stem from concerns linked with particular educational disciplines, where the problem is first and foremost a problem within some aspect of that discipline, whether it be to do with learning theory, language development or whatever. Research also stems from national considerations and worries, which must be taken on board, but which the teacher in the classroom may find difficult to translate into a ‘problem for me’.
