ABSTRACT
This chapter outlines the more formal aspects of undertaking values-led research in the classroom. It emphasises the unique nature of each teacher/researcher's values, practice and research. It outlines how reading, writing, dialogue and critical reflection are ongoing activities throughout the research process and makes practical suggestions for finding a research focus and doing practice writing. It explains the term “living contradiction” and gives some examples of how teachers approached their educational action research projects. The chapter concludes by outlining the pivotal role questions like “What are my concerns?” and “Why am I concerned?” hold in the process of educational action research.
