Mark A. Pike
Action research for english teaching: ideology, pedagogy and personal growth
University of Leeds
abstract article takes starting point notion extent action research accepted rejected valid means enquiry professional development largely determined occupational culture ideology individuals corporately constitute culture adlam 1999 li et al 1999 view values ideologies teachers cannot separated teaching research teaching day 1998 illustrated relation politically significant strategically placed group teachers advent national literacy strategy high secondary schools united kingdom need english teachers reevaluate nature subject teach redefined well pedagogy beliefs distinct group practitioners explored suggested positioned ideologically culturally politically receptive benefit action research current emphasis literacy therefore adult needs crosscurricular models subject contrasts sharply groups timehonoured valorisation personal growth model english characterised imagination creativity action research seen provide opportunity practitioners reflect conscious unconscious doings altrichter et al 1993 p 6 throughout article reference made authors experience conducting 3year longitudinal action research project high secondary school teacher english funded esrc pike 2000abcd e although intention article explore degree epistemological ideological congruence values beliefs english teachers prevalent features action research