This document discusses using action research and collaborative communities as a means of professional development and improved teaching practice. It proposes: 1) Developing a network of student teachers, probationary teachers, and experienced "action research" teachers who would conduct classroom-based research on improving pupil outcomes. 2) This network would be supported by universities and local authorities to facilitate collaborative action research projects, conferences, and professional development opportunities. 3) Examples of potential action research topics mentioned include using drama in media studies, introducing ICT skills to young students, and applying problem-solving approaches in mathematics. The goal is to directly measure changes in pupil performance and learning.

1. ACTION RESEARCH AND COLLABORATIVE COMMUNITIES FOR LEARNING AS A MEANS OF PROFESSIONAL DEVELOPMENT AND IMPROVED PRACTICE Dr Donald Gray Dr Dean Robson Dr Laura Collucci-Gray School of Education, University of Aberdeen

2. Scottish Teachers for a New Era Scottish Executive Education Department Hunter Foundation University of Aberdeen Opportunity for Change Research Informed Development Developing teachers : increasing learner gains

4. Review of ITE Stage 2 ‘ I want universities, local authorities and others to work together … in a way which allows them to develop theory and practice simultaneously …’ (Peter Peacock, Minister for Education and Young People, Ministerial Response, 2005, p6)

6. Working in partnership to : Build a seamless continuum of teacher development from pre-service through induction to continuous professional development.

7. TTA: Teaching 2020 What sort of teachers will be needed then, and so what kind of teacher education and training? Whatever happens in 2020 schools and teachers will be very different. The teachers we are training now, and those currently teaching and engaging in CPD, need to be prepared to be flexible, to manage change, and more than that, to be agents of change.

9. Teaching and Research “ What constitutes the relevance of research, for instance, depends to a large extent on what questions are being asked, in what context, and for what practical ends.” Davies (1999) “ Teachers engaging in research is a third seed of professional knowledge creation.” Hargreaves (1999) “… the uniqueness of each classroom setting implies that any proposal needs to be tested and verified and adapted by each teacher in her or his own classroom.” McIntyre (2005) “ The evidence indicates how teachers’ involvement and confidence can be built in expansive learning environments characterised by specialist support, collaborative working, and the development of mutual trust.” Brown (2005)

13. ACTION research investigates everyday problems experienced by teachers PLANNING ACTION MONITORING REFLECTION

18. School based A-R projects B.Ed3 A-R classes CT, A-R teachers as tutors/participants in workshops B.Ed4 A-R project B.Ed4 B.Ed3 Teacher/B.Ed4 students A-R conference Training/support for A-R teachers Baseline pupil measures Baseline pupil measures Endpoint pupil measures Endpoint pupil measures Control? Baseline pupil measures Control? Induction Year