I'm not sure whether the "publish or perish" plague is a false dichotomy. It certainly is true for many academics, who may well lose their jobs if they don't publish and so are under constant pressure to do so. This, however, is not necessarily the same for practising teachers, who are possibly more likely to be put off the idea of actionr esearch because it frightens them, seems to be too serious an activity for them to get involved in, when yhey are already having a hard enough time trying to teach 40 hours a week, invent fascinating, engaging lessons, and go to meetings keep up eith burocracy as well as, somewhere along the line, having a life too. This is why I think the problem is really one of what action research means to practising teachers. Below is the comment I just made to Marisa Constantinides http://marisaconstantinides.edublogs.org/2013/12/29/can-teachers-do-research/
In her well written, informative blog post that Tyson Seburn quoted above:
A very interesting blogpost for the new year :-). I think the main problem, as you intimate, is that most practising teachers feel that they "don't have enough time" or they are intimidated, as you also say, by the scary world of academia. Maybe it needs to be looked at in another way. If teachers do not reflect about what they are doing then they cannot have any idea of whether their teaching is effective or not. Most teachers, in fact, do reflect on their teaching, and automoatically come out of their lessons with thoughts racing round in their brains about what they think worked or not. The "key" word here is "think", because unless you carry out some sort of enquiry then you don't really know. This doesn't, as you also say, mean a full blown research project but could quite easily be small things, intervening to get very specific results. A teacher might think the class likes doing certain tasks, because he or she does, but needs to ask the learners their opinions to find out if this is really true, for instance. A teacher may think that learners are not interested in working on certain areas, such as grammar, or speaking, but unless you ask them they you won't know (and sometimes you still won't know because they may well say what they think you want to hear. After all, human beings are strange animals) these are just two small ideas that come to mind, but I brlieve that the real key to this is demystification. If you think something is a "normal" thing to do in your teaching, rather than a very difficult intriciate process, then you are more likely to adopt it.