ABSTRACT
Academic teacher educators now debate something called action-research theory, and there is a growing literature which attempts to establish the epistemological and methodological foundations of action-research. The academic action-research theorist may well argue that s/he is not focusing on the practical theories which are generated via participation in action-research. This chapter illustrates how second-order action-research can help a theorist to clarify and deepen his/her understanding of action-research. Contrary to customary practice when working overseas, there was no detailed initial plan for the workshop. It is difficult to bring such principles to mind without also bringing to mind some of the concrete strategies in which they are embedded. Reflective writing, in private, increases the capacity of individuals to engage in authentic self-disclosure in data gathering situations which are directed towards some form of wider release.
