This paper describes the conduct of

This paper describes the conduct of, and acquired understandings from, a study designed to promote the professional growth of a group of beginning primary school teachers through participatory action research. The beginning teachers collaborated with university academic staff during the design and conduct of the study. A key component of the study was the formation of action research cells of participating teachers with each group focusing on particular aspects of teaching, for example, assessment, catering for gifted and talented students, and
inclusivity in the classroom teaching program. The overall findings from the study, from the view of the university researchers, are presented and reflected upon in this paper. The implications of using action research for the professional growth of beginning teachers are also discussed.

Results (English) 3:

本文介绍了进行，并获得的理解，一项研究旨在促进专业成长的一组开始小学教师，通过参与行动研究。开始的教师与大学的学术人员合作，在设计和行为的研究。这项研究的一个重要组成部分，参与教师的行动研究细胞的形成，专注于特定方面的教学，例如，评估，为天才和有才华的学生，和在课堂教学程序的包容性。从研究的整体结果，从大学的研究人员的观点，本文提出并反映在本文。还讨论了使用行动研究的开始教师的专业成长的影响。