ABSTRACT
The journey metaphor is well used. Some would say that it is over used. Yet I can think of no better way to describe the learning of the two action researchers in this story.
Vicki and I began our separate travels at about the same time. She started a two-year part-time Advanced Diploma course for primary and middle school teachers. This was a major professional, in-service undertaking for her. Action research was at the heart of her work on the course. For me, coordinating and tutoring this course at the Cambridge Institute of Education was at the heart of my work. I decided to undertake some research with the teachers to improve my understanding of their learning. Action research, thus, became integral to my work for the next few years. During my action research, I asked questions of Vicki’s. I needed to know how I could improve the course to support the teachers’ research. Before I could do this, I needed to know what it meant for them to do action research, how it impacted on classroom practice, how it worked in the school, or not, as the case may be.
