ABSTRACT
Action research as an approach to development of practice, social change and knowledge generation has gained momentum since it was first introduced in 1946 by Kurt Lewin a social psychologist (Lewin, 1946). It has been employed in many practitioner-related disciplines in social sciences such as nursing, health, and business. In education its value is seen in providing insights into issues in education which are rooted in the context and relevant to the practitioners and the community (Stenhouse, 1975; Kemmis & McTaggart, 2005). For example, Lawrence Stenhouse’s groundbreaking work positioned teacher at the centre of curriculum development and maintained that teachers and their practice should not be seen as subjects of study. Rather teachers should be the ones to study and develop their practice (Stenhouse, 1975). Along similar lines Elliott (1978) argued that teaching is inescapably a theoretical activity and that teachers should interpret their everyday practice through the pursuit of reflective self-development. Elsewhere Cochran-Smith (2005) defined teacher research as systematic, intentional inquiry by teachers. Carr and Kemmis (1986) see action research as undertaken by participants in social situations to improve the rationality and justice of their practices, their understanding of these practices and the situation in which these practices are carried out. From this perspective of practitioners being engaged in systematic study of their own practice action research bridges the gap between formal academic research and professional practice (Halai, 2004; De Zuwe, 2003).
