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Action research is one of the most popular methods of professional development for teachers. It provides a practical way for teachers to uncover some of the complexities of the teaching process and thereby to improve the quality of their pupils' learning. "Teachers Investigate Their Work" introduced the methods and concepts of action research through examples drawn from studies carries out by teachers. The book is arranged as a handbook with numerous subheadings for easy reference and 41 practical methods and strategies to put into action, some of them flagged as suitable "starters". Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. "Teachers Investigate Their Work" aim sto be an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.

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CONTENTS
List Of methods and strategies = ⅶ
List Of figures = ⅸ
Acknowledgements = ⅹ
1 Introduction: What will you find in this book? = 1
 The purposes of action research = 4
 Features that distinguish action research = 6
 Stages of action research = 7
 Structure and use of this book = 8
2 The research diary: companion to the research process = 10
 Why diaries are useful for research = 10
 Some suggestions for writing research diaries = 12
 An example taken from a research diary = 15
 Different kinds of diary entries = 19
 Getting started = 28
3 Finding a starting point for your own research = 33
 What do we mean by 'starting points for research'? = 33
 Finding starting points = 37
 Approaches to choosing a starting point = 40
4 Clarifying the starting point of research = 44
 From the 'first impression' = 44
 Activating additional knowledge en route = 47
 Towards elaborating practical theories = 50
 Suggested methods for clarifying the starting point of research = 57
 Conversations = 58
 Using diagrams = 61
 Finding patterns in experience = 64
5 Data collection = 69
 Gaining experience and collecting data = 69
 Criteria for judging the quality of action research = 74
 Collecting existing data = 81
 Observing and documenting situations = 83
 Interviewing = 101
 The written survey = 110
 Collecting data as part of classroom work = 114
 A combined method: triangulation = 115
6 Data analysis = 119
 Making sense of data = 119
 Constructive methods of data analysis = 123
 Critical methods of data analysis = 131
 Complex methods of data analysis = 134
7 Developing action strategies and putting them into practice = 153
 Practical action as an integral part of research = 153
 What are action strategies? = 156
 How can I find a variety of stratable action strategies? = 160
 How can I choose which action strategy to put into practice from the range of available alternatives? = 162
 How can I plan concrete steps to make sure I feel comfortable with my action strategy? = 168
 How can I check the results of action strategies and record the experiences I have gained? = 170
8 Making teachers' knowledge public = 176
 Why is it important to make teachers' knowledge public? = 176
 Disseminating teachers' knowledge: what, how, to whom? = 179
 Writing reports to disseminate teachers' knowledge = 184
 Further ideas about writing = 192
 Assorted tool-box for producing written reports = 195
9 Behind the scenes: a theoretical foundation for action research = 201
 Action type 1: tacit knowing-in-action = 203
 Action type 2: reflertion-in-action = 205
 Action type 3: reflection-on-action = 205
 The importance of teachers' action research = 207
References = 210
Index = 217