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Professional learning

Practitioner research

Taber, K. S. (2002) 'Intense, but it's all worth it in the end': the colearner's experience of the research process British Educational Research Journal, 28 (3), 435–457

Kirkwood , M. and Christie D. (2006) ‘The Role Of Teacher Research In Continuing Professional Development,' British Journal of Educational Studies, 54 (4), 429–448.

Pendry, A., and Husbands, C. (2000) Research and Practice in History Teacher Education. Cambridge Journal of Education , 30 (3), 321-334.

Campbell , A. (2003) Teachers' Research and Professional Development in England : some questions, issues and concerns Journal of In-Service Education, 29 (3), 375-388

Lyle, S. (2003) An investigation into the impact of a continuing professional development programme designed to support the development of teachers as researchers in South Wales Journal of In-Service Education, 29 (2), 295-314

Wilkins, R. (2000) Practitioner research in LEA-directed INSET Journal of In-Service Education, 26 (1), 99-113

Counsell, C., Evans, M., McIntyre, D., and Raffan, J. (2000). The Usefulness of Educational Research for Trainee Teachers ' Learning. Oxford Review of Education , 26 (3), 467-482

Burns, B. and Haydn T. * (2002) Engaging teachers in research: inspiration versus the daily grind Pedagogy, Culture and Society, Volume 10, Issue 2 , pages 301 – 321

Gutteridge D. * (2002) Engaging teachers in research: a case study Pedagogy, Culture and Society, 10 (2), 293-300

Zamorski, B. and Bulmer M. * (2002) Engaging teachers in research: teacher engagement in research as professional development Pedagogy, Culture and Society , 10 (2), 279–291

Furlong, J. and Salisbury J. (2005) Best practice research scholarships: An evaluation Research Papers in Education, 20 (1), 45–83

McIntyre, D.,  Pedder D. and Rudduck J. (2005) Pupil voice: comfortable and uncomfortable learnings for teachers Research Papers in Education, 20 (2), 149–168

Action Research

Clarke, H., Egan, B., Fletcher, L., and Ryan, C. (2006) Creating case studies of practice through Appreciative Inquiry. Educational Action Research , 14 (3), 407-422

Halton, M. J. (2004). Putting professional development into action by putting action into professional development in second level schools in Ireland ? Educational Action Research , 12 (1), 127-144

Brown, M. and Macatangay A. (2002) The Impact of Action Research for Professional Development: case studies in two Manchester schools International Journal of Research and Method in Education, 25 (1), 35–45

Simmie, G. M. (2007) Teacher Design Teams (TDTs): building capacity for innovation, learning and curriculum implementation in the continuing professional development of in-career teachers. Irish Educational Studies , 26 (2), 163-176

Harrison, J., Lawson T. and Wortley A. (2005) Action Research and the Professional Development of Induction Tutors: some unforeseen impacts and pitfalls. What Do We Learn? Journal of In-Service Education, 31 (1), 83-104


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