Practitioner Research

This Practitioner Research SIG focuses upon issues arising from not only carrying out and, supporting others in carrying out practitioner research, but also offers spaces to theorise about this form of research. Practice is very broadly defined as any form of professional work or community activity or individual endeavour in which action is informed by values, beliefs and experience. Research in this context is defined as any form of systematic enquiry whose design, methods, analysis and interpretation are open to peer review.

  • It will bring together those with a special interest in all those (closely related) methodologies in which research is an integral part of practice: e.g. action research, teacher research, evidence-based practice, research into personal and professional change, and research in the developmental / critical paradigm.
  • It will have a role in promoting the publication and dissemination of practitioner research studies and studies about methodological approaches to practitioner research.

SIG Aims 

  • To contribute to the generation of theory, knowledge and expertise about practitioner research and the exploration of different purposes and conceptualisations of ‘practitioner research’.
  • To provide ‘critical friendship’ to BERA members and others engaged in practitioner research with the intention, inter alia, of establishing broadly agreed ‘fitness for purpose’ quality criteria for such research.
  • To promote the principle of a spectrum of educational research that will enable stronger links to be established and sustained between small-scale practitioner research, larger-scale academic research and local and national decision-making.
  • To play a role in the development of national policies for practitioner research through active engagement with policy makers and agencies leading this work in teaching and other professions. [For example in the UK. the National College for Teaching and Leadership (NCTL) and the Universities Council for the Education of Teachers (UCET)].
  • To establish links with the Collaborative Action Research Network, the National Teacher Research Panel, the Royal College of Nursing Research Society and other regional, national and international bodies that have a leadership role in practitioner research.
  • To give prominence to practitioner research within BERA’s activities, through contributing articles etc to Research Intelligence and BERJ, and leading symposia at the annual conference.

Latest SIG Content

The unspoken power of collage

12 February 2018 | Blog

‘Collages manage to satisfy all of my madness. I’m able to make these obsessive things but then I’m also able to make these very strong statements… in my mind they have a very strong particular resonance; there’s sort of a power.’
... [...]

Prison education and reform: a voice from the ground

7 February 2018 | Blog

On 18 May 2016, a review of education and training in prisons by Dame Sally Coates praised the work of many prison educators, yet its recommendations infer that many of their practices are substandard (Coates, 2016: 6–7). The report proposes... [...]

Become part of a new editorial team at The Curriculum Journal

2 February 2018 | Post

BERA is looking for a new team of editors to take on the editorship of The Curriculum Journal – the Association’s international peer-reviewed journal of curricula, pedagogy and assessment – from autumn 2018. Published by Routledge on... [...]

TEAN: Let’s talk about evidence-informed teaching

6 March 2018 | Event

The Teacher Education Advancement Network, in association with Critical Publishing You can join the day in person or by way of a Skype link. Further details below. This event is relevant to teachers (all age phases), ITE students, teacher... [...]

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