Action research within a teacher education programme to prepare teachers for working with special needs populations

An action research module was included within an inservice teacher education programme as an alternative to the traditional teaching practicum. This paper describes the decisions taken and the procedures followed to ensure that the school based research shifted to a true action based research designed to meet professional goals, in collaboration with schools, course participants and teacher trainers. Issues are raised relating to the decategorisation process and inclusive practices which may be achieved by the reliance on action research as opposed to normative, traditional modes of research. An analysis of types of research and methods chosen by participants is discussed in relation to preparation and support for both participants and trainers. Implications for improving professional practice are discussed.