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Abstract
This paper presents some findings from a doctoral study (Jennings, 1987) undertaken in teacher education. The study, set within the dual contexts of Australian technical and adult education, examined the response of teacher trainees to contradictory moments in their classroom practices. Working within the framework of the ‘critical’ paradigm, the researcher involved 30 teacher trainees in action research projects. Case study data were collected in the form of reports, journals and taped discussion to provide a portrayal of each trainee. One detailed case study is provided in this paper. The study found that teacher trainees simultaneously accommodate and resist domination when involved in counter‐hegemonic forms such as action research.