This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.
Colucci-Gray, L., Das, S., Gray, D., Robson, D., & Spratt, J. (2013). Evidence-based practice and teacher action-research: a reflection on the nature and direction of 'change'. British Educational Research Journal , 39(1), 126-147. https://doi.org/10.1080/01411926.2011.615389