Teachers as researchers: The rationale; The reality

ConclusionCollaborative action research, a style of research which connotes involvement, commitment, and growth, has the potential to bring together process and outcome, teaching and research, reflection and action, theory and practice. It is an organising frame to foster productive blending of school knowledge and academic knowledge, through the participation of members of the secondary and tertiary sectors. It has the potential to enhance the professionalism and expertise of members of both sectors, in circumstances which facilitate personal development. It has the potential to enhance the relevance and applicability of educational research to the educational context and hence to generate real and permanent change in schools. We believe that this form of research has potential to be of value that extends beyond the direct participants and school settings in which it occurs.The problem is of translating this potential into practice. Neither the school nor the educational research sectors are geared for such long-term collaborative research. However, PEEL demonstrates that it can be done. Educational research can be made relevant and important to teachers. Through collaborative action research, teachers can participate in improving the quality of education in our schools.