Classroom based action research with secondary school students of English Literature: a teacher-researcher's reflection.

Purpose
– The purpose of this paper is to reflect on some of the professional and practical challenges
which emerged during the process of carrying out a small scale action research project into
different approaches to teaching English Literature in a Year 9 secondary classroom,
completed in part fulfilment of the requirements for a higher degree.
Design/methodology/approach
– The author narrates an account of some of the difficulties faced by one emergent researcher
whilst carrying out educational research in a comprehensive school in England.
Findings
– The author suggests that even within a research supportive environment where ‘research’ is
encouraged or expected, there is often limited effort from management to articulate the
practicalities or evaluate its effectiveness. Despite this, the author emphasises the benefits to
teachers and students of undertaking small scale action research projects into issues of
contemporary professional concern in the classroom. The author argues for the involvement
of school administrators and universities in supporting teacher-researchers.
Originality/value
– The value of this research lies in acknowledging some of the challenges that emergent
researchers might face in conducting research in the context of the classroom, which might
enable other teacher researchers to anticipate and avoid similar problems in their own
research and circumvent criticism from those who believe that educational research should
not be carried out by teachers.