Magaji, A., Cabral, A., Lambirth, A., McDonald, R., Brett, A. and Philpott, C. (2021) Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders. Compass: Journal of Learning and Teaching, 14 (2). pp. 1-10. ISSN 2044-0081 (doi:10.21100/compass.v14i2.1186)

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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.

Item Type:	Article
Additional Information:	Please note that one of the authors Ana Cabral is from Queen Mary University of London, UK. She is not an employee of University of Greenwich. I indicated this in the section above 'creators/authors'. - AM
Uncontrolled Keywords:	action research; teacher-led research; models; collaboration
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences
Last Modified:	06 Feb 2024 12:07
URI:	http://gala.gre.ac.uk/id/eprint/33587

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