The purpose of this study has been the examination of the role
of the 'teacher as researcher' and the analysis of, the participation
of teachers in research in their own classrooms.
This has involved a study of two projects - the Humanities
Curriculum Project and the Ford Teaching Project - which introduced
the idea of teachers examining their own practice, and an analysis
of action research from the perspectives of John Elliott and
Three recent projects:
(a) Leicestershire Classroom Research In-Service
(b) A Register of Self-Evaluation Schemes compiled
with the Open University
(c) A Schools Council Programme 2 Project:
were analysed to determine what happened when teachers engaged in
self-evaluation and research in their own classrooms. The results show that there are only a small number of teachers
actively engaged in self-evaluation and they experience difficulty
in starting their research because they lack experience of monitoring
techniques and how to fit these procedures into the routines of
teaching. Creating time to engage in self-evaluation is a major
The need for a support structure to help teachers is clearly
identified and-the role of co-ordinators to bring teachers together
to share ideas is essential for the development of this work. At
the present moment the teachers have taken the first step in
acquiring competence and confidence.
Many of the teachers expressed the view that self-evaluation had
enabled them to learn more about their teaching, about pupils, and
about their own subject.
A Master's Thesis. Submitted in partial fulfilment of the requirements for the award of Master of Philosophy of Loughborough University.