Abstract:

Background:
From the shared perspectives of classroom practitioners and university-based researchers, this paper examines how teachers across primary, post-primary and special school settings in the Republic of Ireland strengthened their practice-based research skills to advance inclusive education. In response to growing national and international expectations for practitioner-led and contextually grounded approaches to inclusion, the work explores how school–university collaboration can create the conditions for reflective, evidence-informed practice. Through partnership with lecturers from Mary Immaculate College (MIC), teachers engaged in a range of structured professional learning experiences—including collaborative inquiry cycles, mentoring, and school-based research projects—designed to help them investigate barriers to inclusion and generate context-specific, practical solutions.

Research Aim:
The study focuses on how teachers experienced their role as practitioner-researchers within this collaborative project, and how the partnership with MIC contributed to developing their research capacities. Central to the initiative was a shared commitment to cultivating teacher agency through iterative cycles of inquiry—planning, acting, observing, and reflecting—drawing on the action research model proposed by Kemmis, McTaggart, and Nixon. From the university’s standpoint, sustained mentorship on research design, data collection, and data analysis supported teachers in carrying out rigorous, small-scale inquiries embedded in daily practice. From the teachers’ viewpoint, these inquiries enabled them to examine areas such as transitions, student voice, policy and supports for students with special educational needs in ways that felt meaningful and directly applicable to their classrooms.

Data Collection:
Eight teachers from five schools in the West of Ireland took part in the project. Guided by an interpretivist approach, researchers conducted semi-structured interviews with participating teachers after their involvement in the inquiry process. Saldana’s Coding Framework (2016) provided the structure for analysing the qualitative interview data.

Findings:
Teachers reported increased confidence in using evidence to guide instructional decisions, alongside a strengthened commitment to inclusive pedagogical practices. Researchers and practitioners alike noted that the collaborative space fostered deeper professional dialogue and a more cohesive approach to inclusion within schools. The co-construction of knowledge—where academic insights met classroom realities—emerged as a powerful driver of change, reinforcing the idea that inclusive education evolves through situated, relational processes rather than through the application of predetermined strategies.

Conclusion:
From both teacher and researcher perspectives, this project highlights the potential of school–university partnerships to influence meaningful educational change. The work resonates with current Irish policy priorities surrounding professional learning, collaboration, and inclusive practice, and aligns with international calls to elevate the role of teachers as researchers and innovators within their own contexts. By offering a practical model for embedding research into everyday school life, the study provides valuable insights for future professional development and contributes to ongoing policy dialogue on inclusive and equitable education.

Keywords:

Inclusive Special Education, Practice-Based Research, Teacher Agency.