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.
|Publication status||Published - 1999|
|Event||International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century = 教師教育國際學術會議：新世紀的教學效能及教師發展 - The Hong Kong Institute of Education, Hong Kong|
Duration: 22 Feb 1999 → 24 Feb 1999
|Conference||International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century = 教師教育國際學術會議：新世紀的教學效能及教師發展|
|Abbreviated title||ICTED 1999|
|Period||22/02/99 → 24/02/99|