ABSTRACT
Recent developments in educational research have shown a certain shift from so-called quantitative to more qualitative approaches in looking at what matters in pedagogical contexts. Times have changed in the world of educational research: emancipatory movements have tried to do away with alienated forms of learning, school systems have been restructured, new technology has swept the educational market. In fact, reformers tend to think that there is no time more propitious for school reform than the present’. Elliott seems to be right in so far as action research has had a considerable impact on the programme structure of almost all recent educational research symposia, and the first World Congress on Action Research took place. In order to create a suitable culture for the promotion of teacher thinking about their practical theories and their consequences on teaching practice we have to work on both the institutional and personal level.
