ABSTRACT
This chapter draws on ecological theories of action and research in education to develop and articulate an aspectual account of improvisation. According to this account, improvisation is not a species of action to be distinguished from planned action but is rather an aspect of all action. I make classroom practice central to my argument in order to show how the meaningful core of this practice is constituted in the interplay between structured and non-structured moments, navigated in interpersonal relations. I conclude with a suggestion as to how the integrity of the practice can be understood through a notion of purpose that is not reducible to agential initiative.
