ABSTRACT
It is becoming relatively common for teachers to undertake action research as a way of changing their practice. It is also common for researchers to be asked to evaluate such action research programmes. The result is that researchers often find themselves trying to sort out whether they are researching the teacher learning that took place in and through the action research, or the changes that the teachers made as a result of that learning. Funders often want to hear about the latter, while researchers generally hold that the process that has produced this learning is at least as important, because it is teacher learning that leads to sustained change. Finding a way of reconciling these dilemmas can be challenging.
