In this conceptual article, we explore the idea that neo-liberalism has created a ‘directed profession’ with consequences for action research. There are dominant discourses of compliance and performativity which have diminished teachers’ capacity to ask research questions that are disruptive of existing orthodoxies and restricted curriculum and pedagogical models. The article explores the implications of this for teachers as they reflect on practice and wish to make meaningful change to learning and teaching. It has been written from the perspective of four teacher educators who have first-hand experience of developing inquiry-based projects with teachers. First, we consider how action research has been appropriated by policymakers and is in many cases a long way from emancipatory traditions. We explore the importance of dialogue in generating ‘cognitive conflict’ and ‘values–practice dissonance’ among action researchers. Finally, we discuss a ‘dialogic framework’ as a protocol that can help to generate critical perspectives among teachers. We highlight the ‘incubation phase’ of action research, and we suggest that such a protocol has a role in the early stages of thinking about a focus for action research projects. It may help to reclaim action research from bending to the pressures of accountability and performativity in what it sets out to change.

中文翻译：

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在“定向职业”中进行行动研究有希望吗？

在这篇概念性文章中，我们探讨了新自由主义创造了一个对行动研究产生影响的“定向职业”的想法。遵从性和表演性的主流话语削弱了教师提出研究问题的能力，这些问题破坏了现有的正统观念和受限的课程和教学模式。本文探讨了这对教师反思实践并希望对学与教做出有意义的改变的影响。它是从四位教师教育工作者的角度编写的，他们拥有与教师一起开发基于探究的项目的第一手经验。首先，我们考虑政策制定者如何利用行动研究，并且在许多情况下与解放传统相去甚远。我们探讨了对话在行动研究人员之间产生“认知冲突”和“价值观-实践不协调”方面的重要性。最后，我们讨论了“对话框架”作为一种协议，可以帮助在教师中产生批判性观点。我们强调行动研究的“孵化阶段”，我们建议这样的协议在考虑行动研究项目重点的早期阶段发挥作用。它可能有助于将行动研究从屈从于责任和表现性的压力中恢复过来，因为它打算改变。我们建议这样的协议在考虑行动研究项目重点的早期阶段发挥作用。它可能有助于将行动研究从屈从于责任和表现性的压力中恢复过来，因为它打算改变。我们建议这样的协议在考虑行动研究项目重点的早期阶段发挥作用。它可能有助于将行动研究从屈从于责任和表现性的压力中恢复过来，因为它打算改变。