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      Exploring teachers’ experiences of action research

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          Abstract

          Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressing teachers’ frustrations around accountability and performativity.

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          Most cited references 77

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          Action Research and Minority Problems

           Kurt Lewin (1946)
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            Teachers’ Perceptions of Their Working Conditions

             Helen Ladd (2011)
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              Action research as a practice‐based practice

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                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                13 November 2020
                : 18
                : 3
                : 408-422
                Affiliations
                UCL Institute of Education, UK
                Author notes
                Corresponding author: Email: sinead.vaughan@ 123456ucl.ac.uk
                Article
                10.14324/LRE.18.3.06
                Copyright © 2020 Vaughan

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 48, Pages: 16
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                London Review of Education
                Volume 18, Issue 3

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