Teachers Becoming Researchers: Reflections On Professional Development 1

As Loughran (1999) reflects, “[t]he tension between the nature of teachers’ work and the time, energy and expertise necessary to inform practice through research…is a constant dilemma for teachers” (p. 1). Compounding this dilemma is the pressure from authorities for teachers to become more publicly accountable, to effect change in their curriculum practice, and to embrace innovation.