Evidence-based practice and teacher action-research: a reflection on the nature and direction of 'change'

Laura Colucci-Gray, Sharmistha Das, Donald Gray, Dean Robson, Jennifer Spratt

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19 Citations (Scopus)


This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.
Original languageEnglish
Pages (from-to)126-147
Number of pages22
JournalBritish Educational Research Journal
Issue number1
Early online date10 Jan 2013
Publication statusPublished - Feb 2013

Bibliographical note

We thank our colleague David McMurtry for conducting the interviews on our behalf. This research was made possible through funding from the Scottish Government.


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