A Historical Review of Action Research: some implications for the education of teachers in their managerial role

Abstract

It has been questioned whether action research and management perspectives may be reconciled in developing a strategy for supporting teachers in improving their contribution to the management of educational institutions. The debate is seen to rest upon the conception of action research and management employed. By tracing the history of action research a range of conceptions is portrayed and key differences are analysed. In order for a conception of action research to be articulated as an approach to educational management it is suggested that teacher educators, teachers and headteachers should clarify their position in respect of five fundamental issues raised by the review and analysis: the values inherent in the enterprise; the rights and responsibilities of those involved; the nature of learning to perform managerial tasks; the relationship between theory and practice; the achievement of rigour; and the provision of support for action researchers.