<p style="text-align: justify;">This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks.  All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.</p>

Inclusive education is a relatively new philosophy and practice in Kosova. There is increasing recognition that successful implementation of inclusive education practices depends largely by teacher' positive attitudes and high self-efficacy toward these practices. The purpose of this study is to examine attitude toward inclusive education and self-efficacy for inclusive practice among pre-service teachers in Kosova. Moreover, it will examine the relationships between pre-service attitude and self-efficacy and other demographic variables such as gender, age, study years, previous professional trainings in inclusive education, experience in working with children with disabilities and significant relationship with a person with disabilities. This study will include 180 BA and MA pre service teachers (primary and preschool) from two universities in Kosova. The findings of this study are discussed within the framework of the importance of pre service teachers' personal variables in successful implementation of inclusion in education.

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