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... [...]
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
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... [...]
Teaching excellence has been at the centre of debates about quality in English Higher Education (HE) in recent years. The introduction of the Teaching Excellence Framework has ratcheted up this focus even further. Fuelled by critiques of teaching... [...]
The growing popularity of the professional doctorate means that increasing numbers of practitioners are undertaking research in their own workplace. But what does it really mean to adopt this dual role in an environment where you are already... [...]
In 2013 a group of international teacher educators met at the AERA conference to discuss the lack of attention teacher educators as a professional group received from policy makers and colleagues in the international research community. We did... [...]
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... [...]