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

Developing Professional Research: Making an impact

7 June 2018 | Event

In our busy academic world it is often commented on that there is little time for reflection or conversation. Networking and opportunities for personal development are at the heart of this professional learning opportunity. The event is aimed at... [...]

Evidence-informed practice – much talk and little action

30 October 2017 | Blog

Evidence-informed practice in classrooms (EPiC practice) is a growing issue for teachers in schools and interestingly a Google search on the topic gives a million and a half returns. Over recent years as those of us in the MESH (Mapping... [...]

The self-improving school system from the classroom out

12 October 2017 | Blog

When thought about at the level of the school or classroom, the self-improving school system involves teachers collaboratively engaging in evidence-informed practice to improve teaching and learning. With this blog I briefly explore what... [...]

Valuing curriculum research: Taking a second look

10 October 2017 | Blog

In an age of research excellence assessment, what type of curriculum research is valued? The field of curriculum research is varied. There are scholars whose work is renowned internationally and whose theorising around curriculum has had a... [...]

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