The professional development of teachers through practitioner research: discussion using significant cases of best practice research scholarships
In this article practitioner research is contextualised in relation to education policy in England. The Best Practice Research Scholarship scheme is identified as playing an important part in the United Kingdom Government's agenda of promoting the professional development of teachers. However, the type of research encouraged is positivist and the professionalism restricted. The cases examined show the problems that adopting a narrow approach to research cause to questioning practitioners. The article concludes by suggesting that, paradoxically, a scheme designed to create, what are in effect, restricted professionals may inadvertently encourage a more questioning approach to teaching.
Document Type: Research Article
Affiliations: 1: Chester College of Higher Education, United Kingdom 2: Liverpool John Moores University, United Kingdom
Publication date: March 1, 2003