ABSTRACT
From working as educational action researchers for almost three decades, the authors have learned that this research approach is of huge benefit to teachers at all stages of the continuum: student teachers, newly qualified teachers, established teachers as well as themselves. They embraced the approach as mature teachers and found it to be transformational, re-energising and inspirational. In addition to such transformational possibilities, educational action research can be viable, optimal, worthwhile, and sustainable form of research for teachers and student teachers to undertake. Its viability lies in that the teacher researcher can investigate real-life situations. The readers need only focus on what is of importance to their practice. The authors have found that it is optimal in that it is most likely to bring success, new insights or advantage.
