Action research in the professional development of teachers

Abstract

Abstract The paper examines the use of action research in teachers’ professional development. It makes a distinction between two forms of action research, discrete and collegial. Discrete action research depends on a tutor/student relationship while collegial action research depends more on the help and support of colleagues within a course cohort. The distinction between the two forms of practical investigation is examined against a background of educating teachers to adapt the curriculum to reduce the difficulties experienced by pupils, and to include all pupils in ordinary schools. With the promotion of integration come change and adaptation in the ordinary classroom which need a form of reflective practice to reform existing procedures. The two forms of practice are explicated in the practice of two University courses which the author has experienced. It is therefore incumbent upon teacher educators to show the way for SEN (Special Educational Needs) professionals to build confident, and rational scho...