Using action research to improve engineering education

This paper looks at the use of action research in teacher training courses for university lecturers and provides a case study which shows that if teachers undertake an action research project in their own teaching area it enriches teaching and learning both for the lecturer and for his or her students. The cyclical, analytical and reflective nature of action research encourages teachers to ask new questions once the first cycle of research is complete and helps them become life long learners in the didactics of their particular subject