Based in a Scottish University, Scottish Teachers for a New Era (STNE) is a major project researching and developing a new model of teacher education. In keeping with current policy (Scottish Executive,2004) STNE endeavours to support teachers to reconceptualise ‘pupil learning gain’ by challenging notions of learning as simply those attributes that can be evidenced by test scores. Instead, the project is exploring wider areas of learning and development such as social and affective skills, participation and well-being. In 2007, STNE offered teachers an opportunity to systematically investigate their own practice through a Teacher Action Research (TAR) programme. While engaging in professional development through action research (AR), the participant teachers explored the concept of pupil learning gain (broadly interpreted). Although the AR approach to learning has already exhibited positive results in school reform initiatives internationally (Hogan et al,2007; Peetoom,2006), the impact of such intervention is yet to be investigated in Scotland. TAR was offered as an assessed unit of ‘Negotiated Independent Study’, which could contribute to a masters’ degree. Six secondary and 7primary school teachers took part in individual AR projects, each addressing self-identified learning needs related to everyday classroom practices. Most participants adopted a mixed method approach to collecting evidence. Some projects could be described as purely teacher-led systematic investigation, while others were shaped as ‘participatory’ AR (Whyte,1991), involving the pupils as co-researchers. However, the TAR initiative was itself an AR project, in which the STNE research team played a dual role. On one hand, the team facilitated the programme and provided a range of mentoring support to the TARs. Simultaneously, the members of the team were ‘learners’ in the process of researching AR as a tool for teachers’ professional development (McNiff & Whitehead,2006). The objective of the wider study was, therefore, to explore learning at 3different, interlinked levels: pupils’ learning through the interventions of the TAR projects, teachers’ learning about their practice through AR, STNE researchers’ learning about the impact of AR on teacher professionalism. Two specific questions underpin the wider research project: • What can we learn from the TAR projects about pupil learning gains? • How does involvement with the TAR programme impact on teachers’ perceptions of their own professionalism and professional development?

The primary source of evidence for the STNE researchers will be the reports written by the TARs, the final section of which are devoted to reflections on the process of undertaking AR, and its impact on professional learning. In addition, a meta-analysis will be conducted to examine the learning that took place at the first 2levels identified earlier. The TARs have agreed to comment on the findings of the meta-analysis, and as such will be partners in this stage of the research process. Six months after the completion of the project a short questionnaire will be issued to the TARs to explore the longer term impact of the initiative.

This is an ongoing project. It is anticipated that the findings will provide insights in the following areas: pupil learning and its various interpretations; challenges of AR in the classroom; the benefits; and ‘conditions’ necessary to nurture such practices. These findings will inform the subsequent cycle of the TAR programme delivered by STNE. Finally, the three-fold learning from this initiative will be shared with the staff in the School of Education who are involved with the STNE curriculum reform. While discussing the impact of the TAR programme on teacher professionalism and pupils’ learning, the current paper raises broader questions such as – how can the practice of teacher action research be sustainable without the support of funding or other external organisations?