Introduction

In the introduction to the previous book (Day, Pope and Denicolo, 1990) in the series derived from the biennial conferences of ISATT, we noted three areas of growth in the conceptualisation and practice of research on teachers’ thinking and action:

the increasing complexity of the subject matter of teacher thinking research;

the impact of this upon methodology and the associated debates regarding strategies of research employed; and

that the calls for ‘ethical’ research which produced benefits for all its participants were becoming increasingly loud.