Using action research to develop international leadership in teacher education

Abstract

In late 2007 19 Australian Leadership Awards Fellowships were awarded in teacher education to the University of New England. A model of capacity building was used to maximise sustainability and impact. Key features of this model are (1) learning taking place over time, (2) actions built into the project upon return and (3) incentives. The key finding is that the approach appears to work as evidenced by at least 12 of the 19 participants producing a report based in an action research project of their own choice. The major difficulty was English language and this, it is presumed, created too great a difficulty for some to complete the program.