ABSTRACT
The author argues that the process-product paradigm involves an acceptance of a radically different view of the nature of teaching and learning from the action research paradigm. These underlying assumptions imply different methodological approaches to the study of teaching and learning. Process-product methodology treats the teacher exclusively as an object of research and assumes his professional development to be a quite independent activity. By contrast, action research necessitates dialogue with the teacher and thereby involves him as a participant in the research process itself. Such involvement itself constitutes a mode of professional development. Therefore action research is not only a research process but also a process of teacher education.
