ABSTRACT
These examples do not mean, however, that action research can be typified straightforwardly; that is to distort its complex and multifaceted nature. Indeed Kemmis (1997) suggests that there are several schools of action research. That said, what unites different conceptions of action research is the desire for improvement to practice, based on a rigorous evidential trail of data and research. Ferrance (2000: 1) argues that a powerful justification for action research is that teachers:
work best on problems that they have identified for OO themselves; become more effective when they are encouraged to OO examine and assess their own work and then consider ways of working differently; help each other by working collaboratively;OO can help each other in their professional develop-OO ment by working together.
