The BERA Guide to Practitioner Research

Practitioner research offers a distinctive platform for educators to develop and share their professional expertise. It is the only approach that fully recognises the vital role practitioners play in generating and applying new knowledge in education.

The BERA Guide to Practitioner Research is a companion guide for those who see themselves as practitioner researchers or those who are interested in becoming practitioner researchers within educational settings. Chapters highlights the considerations for understanding and engaging in practitioner research by drawing upon a range of case studies that exemplify the varied forms practitioner research can take, the influence it can have, and the subsequent questions it may raise for how we understand research and the role and relationship between teachers and higher education.

Grounded in concrete examples of the characteristics and possibilities of educational practitioner research, The BERA Guide to Practitioner Research usefully illustrates the characteristics, principles, strategies, and challenges by presenting a range of real-world examples of practitioner research projects and reveals the variety of practitioner researcher roles and projects, promoting the voices of practitioner researchers in their educational settings.

Kate Mawson is an experienced practitioner-researcher, leading initiatives in Higher Education. Her research interests include practitioner research methodologies, assessment and feedback, as well as leadership and gender issues in HE.

Claire Haresnape Tyson is a teacher researcher based at Homewood School and Sixth Form Centre, where she combines teaching science and the extended project qualification with her research role.

Thomas Perry is an Associate Professor at the Department of Education Studies at the University of Warwick. His research and teaching focus on how research, evidence and data can improve education policy and practice.

Joyce I-Hui Chen works at the College of West Anglia in England and her role includes professional development and teacher education, organisational development, and quality improvement.