ABSTRACT
This paper explores the relationship between a process model of curriculum design and the view of the theory-practice relationship embodied in the idea of educational action-research. It concludes with an exploration of the problem of establishing an appropriate form of organization for action-research in educational institutions. The paper covers four major themes:
the nature of educative action and its relationship to educational knowledge;
the development of teachers' professional knowledge through action-research;
educational research and educative practice; and
the institutionalization of action-research in schools.
In developing each theme the author draws together a variety of relevant theoretical work, and illustrates his exposition with examples of action-research projects with which he has been personally involved.
