Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders

Adewale Magaji, Ana Cabral, Andrew Lambirth, Roger McDonald, Ashley Brett, Christopher Philpott

Abstract


Action research promotes teaching and learning as it may allow teachers to explore areas of their practices that require improvement. The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This study was developed as a professional development course from 2015 to 2019 attended by more than 150 teachers from early years, primary and secondary schools in London and Kent in the last 4 years. The teachers were registered as students at the University of Greenwich and supported by a university team of researchers. The study identified five steps of the development of teacher-led action research and highlighted the challenges for each step. The steps included defining the field of action; planning; action; evaluation and reflection/(re)planning. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. The model is used as a framework to enhance the development of teacher-led research in schools.

Keywords: action research, teacher-led research, models, collaboration


Keywords


Action research; Teacher-led research; Models; Collaboration

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References


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DOI: https://doi.org/10.21100/compass.v14i2.1186

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