Why has not fructified the proposal of the teacher as researcher? And some proposals to resist a nostalgic present

Abstract

This article studies the introduction frame of some of John Elliott‘s proposals to the Spanish educational system. Special emphasis is giving to the notion of action research and the teacher as researcher. It analyses the reasons of the initially favourable acceptance on the part of some scholars and innovative teachers together with the motives that might explain
why this conception did not fructify during the implementation of 1990 Reform. The final part of the article builds a bridge to emphasise the validity and actuality of John Elliott’s ideas and contribution, on the occasion of the his investiture as Doctor Honoris Causa by the Universitat Autònoma de Barcelona, in the current circumstances of our educational systems under the new educational law (LOCE). Taking into account John Elliot’s ideas and proposals might suggest us some forms of resistance in a moment many innovative and deeply involved educators see as highly regressive.