Abstract
The article describes the characteristics of educational action research on the basis of its development in three Nordic countries, namely Sweden, Norway and Finland. The characterisation begins with a reflection on the Anglo-Saxon variants of action research within education. Thereafter follows a democratic and participatory conceptualisation of action research identified through a description of its formation within working life practices. This conceptualisation is traced back and interpreted in terms of bildning, collective pedagogical practices within folkbildning and in relation to pedagogik as a basis for teachers’ professional knowledge base. The characteristics of educational action research are encapsulated as action research for being.
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