Online registration has now closed. If you want to attend this event, please email email@example.com for details of how to register onsite. Recent national initiatives, such as the Maths Hubs, are promoting teacher research in mathematics... [...]
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 Aims of the SIG:
- 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
Keynote speaker: Dr Alison Clark-Wilson (Institute of Education, University of LondonConvenors: Dr Alf Coles (University of Bristol), Dr d’Reen Struthers (Institute of Education, University of London)Recent national initiatives, such as the... [...]
I read Ian Potter’s blog post ‘Can we learn together?’ with interest having spoken to him at Belmas back in the Summer, on some of these issues. As a secondary school teacher who has worked both in schools, in the Sixth Form sector, and now... [...]
In their recent Research Intelligence article Cain and Hayward posed questions related to ways in which educational research might inform teaching and learning and the implications of ‘impact’ for research methodologies.These seem to me to... [...]
Seminar 1: Using evidence to inform policy and practice in teacher education and medical education - 11th February 2016Seminar 2: Understanding Cost, Value and Quality in professional education- 25th April 2016Online registration has now... [...]
I wrote this whilst at BERA conference in Belfast and pondered the extent to which we can deepen the links between the school system and HEIs in England. From a school leader perspective I see a number of challenges in the landscape for achieving... [...]