Practitioner action and reflection are understood as central to practitioner research in this paper. While Vygotskian based premise highlight instructional practices and intervention as central to practitioner understanding, Bakhtin based dialogical premise draw on relational constructs and attend to practitioner being, answerability and authorship. Vygotskian and Bakhtinain units of analysis used are viewed as means with which to conceive practitioner action/reflection and build a community of practitioners. Taken together practitioner knowing is found inextricable with practitioner ontology, making practitioner research of ongoing instructional practices more human in line with Dewey.
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