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Abstract

The popularity of practitioner research is at its height; its contributions to teacher’s professional development have become widely recognized and it is gaining a prominent role in many teacher education programs (Cochran-Smith& Lytle, 2009; Price & Valli, 2005; Zeichner, 2009). However, while the fundamentals of practitioner research have not changed in the last two decades, the educational context in which action research is conducted has drastically changed with the current strong emphasis on testing as a means for accountability.

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