ABSTRACT
This chapter presents a study of the potential of action research in professional education. Richard, Vicki’s headteacher, felt there had also been changes in Vicki’s school contribution. Inner changes were manifest in a more assertive involvement in the professional discussions leading to policy formulation and practical implementation. In the final term of the course, Richard’s testimony was expressed even more forcefully; Vicki’s professional drive was more evident in action. He had noticed Vicki’s commitment, her involvement and her willingness to try to make something happen as a result of the time she had spent on her studies. Jeff worked closely with Vicki at Springfield. He was supportive of her ideas, professional development and in-service work. Jeff also commented on the developing intellectualization of practice. A broadened mind was associated with sharpened practice.
