Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressing teachers’ frustrations around accountability and performativity.

中文翻译：

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探索教师的行动研究经验

通过探讨作者与五位为硕士论文开展行动研究项目的教师合作的经验，本文确立了批判性参与式行动研究有可能解决围绕教师感知去专业化的问题，并挑战剥削性质英国公立学校的教育。对五位教师的半结构化访谈表明，这是一种增强能力的体验，它提供了许多好处，包括增强了专业意识，并且他们会向其他教师推荐行动研究。他们的经验和见解已被用于讨论更广泛地实施行动研究的选项，确定潜在的挑战并提出可能的解决方案。根据两组经验，