Abstract
AbstractThis article examines a way of conducting educational research which may have relevance for the classroom teacher. It is argued that the teacher might take a teacher‐as‐researcher role in schools and classrooms. This style of research requires a knowledge of several fieldwork techniques and raises several fieldwork problems. Special attention is given to questions of access, fieldwork roles and the ethics and politics of doing teacher‐based research.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
