Abstract
AbstractThis paper outlines a project based on an approach to teacher empowerment through collaborative action research. Using accounts from teachers involved in the project, the conditions necessary for the development of collegiality on in‐service courses are explored. The nature and significance of agenda setting and ways of introducing tools for empowerment are described. The use of collaborative autobiography (CA), interpersonal process recall (1PR) and a general supervisory framework (GSF) are analysed in detail. The paper concludes with comment on the extent to which teachers are empowered by these tools to reconstruct the complex relationships between power, knowledge, ideology and schooling which dominate much of their working lives.
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