Teacher Research and Educational Change: an empirical study

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Abstract
This article reports the findings of a research study, using a combination of questionnaires and in‐depth interviews, designed to investigate in what ways teacher research enquiries, conducted in the context of an award‐bearing course, contribute to the processes of professional development and change within schools. The relationships between case‐study research and evaluation and action research and changes in school and classroom practice are discussed. Factors are identified which facilitate and constrain the change process. The findings are discussed in relation to the wider literature on the effects of inservice education and training (INSET), the professional development of teachers and the nature of educational change.