Collaborative action research as professional development to support educational change in the UAE

Despite substantial investment in professional development to support educational reforms in the United Arab Emirates (UAE), concerns remain about its effectiveness. Collaborative Action Research (CAR) has emerged as a promising model, prompting this study to examine Arab teachers' perceptions of CAR and its impact on practice. Using a multiple-case study design, 20 teachers from four public schools participated in a one-year CAR project following a four-day preparatory workshop. Working in collaborative groups, teachers applied an iterative cycle of planning, acting, observing, and reflecting to address classroom challenges. Data were collected through interviews, reflective journals, and a researcher's diary, and were analysed thematically. Findings indicate that CAR facilitated meaningful changes in teaching practice by creating a supportive environment, focusing on relevant challenges, fostering reflective habits, and promoting professional dialogue. This study addresses a gap in Middle Eastern research and highlights CAR's potential as a context-sensitive, teacher-driven approach to professional learning.