Tools and Assumptions 4. Introduction Over the last decade, as people have moved from quantitative research methodologies toward naturalistic inquiry, many new and interesting forms of research have emerged. There is no one 'right' way of doing action research, of being a teacher researcher, of engaging in critical reflection. Practitioners engaging in these more open, reflective ways are inventing methodology as they go along. In North's opinion, inquiry isn't research unless it follows the rules of traditional quantitative methodologies.
Surprise leads to reflection within an action-present.
Reflection is at least in some measure conscious, although it need not occur in the medium of words. Each version provides useful tools for taking a critical look at our professional work. The 'evidence' consists of narrative accounts of significant moments in our past which helps us understand our values and provides insight into current decision-making. There may be elements of documentary evidence, but on the whole the evidence consists of the narrative reconstruction of incidents which we believe to be important for understanding who we are. It doesn't ignore narrative accounts, but it includes documentary evidence of various sorts-journal entries, students' work, policy documents from school divisions and province, newspaper accounts.