THE WORK AND WORKPLACE OF TEACHERS IN ACTION RESEARCH

Although action research by teachers has received increasing attention and advocacy over the last decade, there has been little attention given to understanding its diverse meanings and practices in various contexts. This paper addressess underlying conceptions of teachers' work and workplaces present in action research efforts both in its early and more recent developments. Persistent issues are identified and aspects of feminist theory are used to address tensions and contradictions in the practices of action research by teachers.