ABSTRACT
The second report is written by Terry Hewitt, co-ordinator for Avon’s STRICT (Supporting Teachers’ Research into Classroom Teaching) programme. This programme ran from 1986-90, and is now subsumed under the general Avon professional development scheme, as outlined above. The report shows how a group of schools implemented action research as a foundation for professional development, and the dialogical nature of its evolution. The report also indicates the importance of ongoing and concurrent evaluation as a focal part of the action strategy, and the importance that Terry places on having his own practice seen as a form of enquiry in action.
