An investigation into the impact of a continuing professional development programme designed to support the development of teachers as researchers in South Wales

Abstract

This article evaluates the impact of a Continuing Professional Development programme to promote practitioner research, on the practice of classroom teachers and subsequent pupil learning. The theoretical framework that guided the construction of the programme is discussed before presenting the research methods and findings. Qualitative data derived from tutor field notes and student portfolios is presented and analysed. The impact that practitioner research had on the practice of the teachers is discussed through an analysis of teachers' reflective writing. The author concludes that the CPD programme described has supported the development of critically reflective classroom practice, which teacher participants believe has led to an improvement in pupil learning. She argues that higher education should take a lead in supporting the promotion and dissemination of teacher research because it has the potential to support teacher development, and transform practice in schools and classrooms. © 2003, Taylor & Francis Group, LLC.