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Abstract
Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.