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Introduction
Introduction

The theme of this book is the interdependence of teaching and research. It takes as its starting point the importance of practitioner research as a means of informing teachers’ professional practice. We place considerable emphasis on the notion of the professional educator throughout the book, and in doing so interpret professionalism as a willingness on the part of the educator to explore and reflect on their work in a critical and systematic manner and to use this to inform their own practice and that of others. This is not a new concept: writing in 1975, Lawrence Stenhouse called for a research-based model of teaching, arguing that ‘curriculum research and development ought to belong to the teacher’ (Stenhouse, 1975 p. 142): he also asserted that ...

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