ABSTRACT
This chapter outlines how the teacher researcher can generate theory from their new learning from educational action research. It shows how theory is presented in the form of a validated account that offers descriptions of the new learning and explanations around its relevance. These accounts are strengthened by validated evidence and rigorous critique. The chapter outlines the practicalities involved in generating theory. It also describes the importance of articulating the significance of an educational action research project and provides examples from practising teachers.
