Practitioner enquiry : embedding research in practice

Tools

Wall, Kate (2023) Practitioner enquiry : embedding research in practice. British Educational Research Association, London. (https://www.bera.ac.uk/blog/practitioner-enquiry-e...)

[thumbnail of Wall-BERA-2023-Practitioner-enquiry-embedding-research-in-practice]
Preview
 Text. Filename: Wall_BERA_2023_Practitioner_enquiry_embedding_research_in_practice.pdf
Final Published Version
License: Strathprints license 1.0
Download (165kB)| Preview

Abstract

A common trait of expert teachers is a natural scepticism which prompts constant questioning of what they hear and do (Cochran-Smith & Lytle, 2009). For many, this leads to research as a means to find answers. I am evangelical about this process of teachers engaging in and with research (Cordingley, 2015). However, if I am going to preach about the value of research for professional learning, then I must also ensure the model of research is doable and not yet another thing on a teacher's list of things to do. As such, it cannot be predicated on activity done outside the working day, and it must be connected to learner need so that the outcomes are useful (Hall & Wall, 2019). This blog post offers four suggestions about how this can be achieved.

ORCID iDs

Wall, Kate ORCID logoORCID: https://orcid.org/0000-0003-0714-9177;
CORE (COnnecting REpositories)