Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace

Abstract

The MEd (Professional Practice) degree at the University of Glasgow, is aimed at In-Service teachers, qualified professionals who undertake situated research into pedagogical challenges evident in their establishments to improve the quality of teaching. Those who engage in such ethically approved professional inquiry, conduct Action Research, without being considered ‘academics. They have, however, the potential to bridge theory and practice in education and yet they are given neither voice nor space to effectively disseminate their small-scale, though still important, research. This paper aims to raise awareness of this issue and to generate solutions by discussing and showcasing the evolution of an Action-Research Student/Teacher National Teaching Repository (NTR) Webspace.