ABSTRACT
The ‘teacher as researcher’ movement, then, is a response to a variety of social conditions, political pressures and professional aspirations and for this reason its development has, to a large extent, been pragmatic, uncoordinated and opportunistic. Moreover, because the pace of change has allowed little opportunity for careful reflection on the significance of these developments, the movement lacks the sort of theoretical rationale which can clarify its meaning, arm it against criticism and promote its future progress.
