The teacher as researcher Accompanying a focus on educational theory in initial and in-service teacher education courses, there is a need to argue strongly for the notion of ‘the teacher as researcher’ and to ensure that both beginning teachers and their more experienced colleagues have an appropriate grounding in educational research methodology (Hopkins 1985; Bell 1987; Walker 1989; Denscombe 1998; Halsall 1998).1 Most initial teacher education courses now require students in their final year to undertake a substantial project (often referred to as a ‘dissertation’ or ‘thesis’). This piece of work offers those who undertake it an opportunity to engage in some small-scale classroom research (usually linked to the final school experience placement) and to explore related theoretical perspectives in some depth.