Abstract
This chapter describes and argues for a type of action research that is informal but widespread and of great importance. While not as explicit and structured as often advocated, it has basic characteristics of action research: it is conducted by practitioners in the context of practice with a view to improving practice; it is cyclical in nature; and it involves a critical stance on the part of the teacher. Although such research (like any educational research) is not sufficient on its own and needs to be enhanced over time, acknowledging its extent and value is crucial to arriving at a more adequate approach to educational research and to ongoing professional development of teachers.
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Beck, C. (2017). Informal Action Research: The Nature and Contribution of Everyday Classroom Inquiry. In: Rowell, L., Bruce, C., Shosh, J., Riel, M. (eds) The Palgrave International Handbook of Action Research. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-40523-4_3
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DOI: https://doi.org/10.1057/978-1-137-40523-4_3
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