ABSTRACT
One of the challenges for contemporary action research is how it deals with validity in terms of knowledge production. As Susan Noffke (1994) pointed out, the goal of action research
has been represented as lying primarily within the areas of personal and professional development. Action research, in this way is valued less for its role in the production of knowledge about curriculum, pedagogy, and the social contexts of schools, and more for its ability to help teachers ‘grow’ in their self-awareness or in terms of their professional skills and dispositions.
(pp. 15–16)