A seasonal welcome to all our BERA Blog readers in the UK and around the world in this, our third end-of-year-highlights special edition. And what a year this has turned out to be. (I really will try not to mention either the ‘T’ or the... [...]
This SIG is currently inactive.
For further information contact firstname.lastname@example.org
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.
- 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
This blog post springs from a symposium I convened at BERA Conference 2018 entitled ‘Using creative methods to explore complex topics with young participants’. The symposium reflected my growing interest in the topical areas of creative... [...]
Many BERA members will be very familiar with terms such as evidence-informed practice, evidence-based practice and research-engaged teaching. The recent BERA close-to-practice research project is the latest in a flurry of work focussing on the... [...]
Many teachers find it difficult to operationalise ideas from the literature and envisage ‘what it looks like in the classroom’. Teaching historical thinking and reasoning (HTR) is a good example of this. It has been an important educational... [...]
I have been a classroom teacher for nearly two decades, but have only recently undertaken action research. In this post I describe my experiences with spacing (Bjork & Bjork, 2014; Cepeda et al, 2006; Küpper-Tetzel et al, 2014) and retrieval... [...]
As a follower of a variety of educational blogs and their Twitter accounts, I became aware of a large number of people talking about the development of cognitive load theory and the impact it could have for teaching. When Dylan Wiliam tweeted... [...]