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School Psychology International
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Tensions and Dilemmas as Drivers For Change in an Analysis of Joint Working Between Teachers and Educational Psychologists

Susan M.B. Davies

School of Education Studies and Social Inclusion, Trinity College, Carmarthen, UK, s.m.b.davies{at}trinity-co.ac.uk

Andrew J. Howes

School of Education, University of Manchester, Manchester, UK, andrew.j.howes{at}manchester.ac.uk

Peter Farrell

School of Education, University of Manchester, Manchester, UK, peter.farrell{at}manchester.ac.uk

This article discusses the value of Cultural Historical Activity Theory as an analytic tool that can be used to understand the underlying processes that help and hinder teachers and educational psychologists in their use of action research to develop inclusive practice in secondary schools. It draws on the emerging findings from Prosiect Dysgu Cydradd, a two and a half year research project that is part of the UK wide government funded Teaching and Learning Research Programme. A core feature of this project centres on secondary school staff working on an aspect of inclusive practice with the educational psychologists acting as a facilitator. This has revealed tensions and dilemmas that are linked to teachers' continuing professional development, their expectations of educational psychologists and the relationships between them. The article concludes with a discussion of how Activity Theory can deepen our understanding of these tensions and dilemmas and provides suggestions as to how they might be overcome.

Key Words: action research • activity theory • educational psychology • inclusion • school development • school psychology

School Psychology International, Vol. 29, No. 4, 400-417 (2008)
DOI: 10.1177/0143034308096439
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