Editorial

Issue Contents:

1. The Educational Action Research and the Teacher, John Elliott, pages 1-3

2. Action research as an educational process of teachers’ and students’ development, Mary Koutselini – Ioannidou, pages 4-9

3. Speaking of Quality and Research that Counts: Making an Impact on Practice, Susan Groundwater-Smith, Nicole Mockler, pages 10-18

4. Epistemological Perspectives in an Approach to Teacher Research, Hilde Hiim, pages 19-30

5. From teachers’ training to the creation of a community of practice and learning: elaboration and dynamics of a process, Alexandra Androusou, pages 31-39

6. Collaborative Action Research as a model for Teachers’ Professional Development, Venetia Kapachtsi, Domna Mika Kakana, pages 40-52

7. From the Critical Ethnography to the Critical Action Research: The continuum in the planning of educational innovation, Eleftherios Vekris, pages 53-65

8. Writing the narratives of social transformation: how do I enable others to speak for themselves?, Jean McNiff, pages 66-79

9. Why write about action research?, Andrew Townsend, pages 80-88

10. Creating An Educational Epistemology In The Multi-Media Narratives Of Living Educational Theories And Living Theory Methodologies., Jack Whitehead, pages 89-109

11. Using action research to shape dynamic learning networks  for future teachers: The role of their initial education at the University., Eleni Katsarou, Vassilis Tsafos, pages 110-124