Case study in action-research: between epistemological potential and the need for rigour in educational professionalism

Abstract

Using case studies in an action-research perspective represents a methodology that is under-
utilised in the analysis of educational professionalism, yet shows great promise because
it combines two traits that characterise both pedagogical knowledge and professional
action: idiographic attention, and transformative vocation in relation to educational
situations. The heuristic potential of this qualitative research strategy reveals in an
emblematic way the difficulty of identifying the meeting point between theory and practice,
and invites a rethinking of the epistemological conception of the relationship between
these two elements. On the one hand, it is important to identify and legitimise the
ways in which knowledge about education is built into professional practice; on the other,
the changes enacted in educational practice as a result of research must be recognized.
Using previously conducted research, this article focuses on the need for scientific rigour
in the investigation process, including in the researcher’s own attitude.