Empowering a Research-Engaged Profession

Marsden, R; Peiser, G

Empowering a Research-Engaged Profession

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Marsden, R and Peiser, G ORCID: 0000-0003-4166-1393 (2025) Empowering a Research-Engaged Profession. In: Mawson, K, Haresnape Tyson, C, Perry, T and Chen, JI-H, (eds.) The BERA Guide to Practitioner Research Developing Professional Knowledge in Educational Research and Practice. Emerald Publishing Limited, pp. 43-50. ISBN 9781836089636

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Publisher URL: https://doi.org/10.1108/978-1-83608-960-520251005

Abstract

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.

This chapter presents three examples of practitioner research (PR) in different school contexts in England. The authors have been playful with the term PR engagement, using here the term ‘engaging with research’ for practitioners who critique existing research, and ‘engaging in research’ for practitioners conducting their own research. As well as more traditional modes of research engagement, a more inclusive research practice is presented here: ‘re-searching’ one’s own practice through reflective activities (Marsden, 2020).

Item Type:	Book Section
Additional Information:	This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com
Uncontrolled Keywords:	Education; 39 Education; 3904 Specialist Studies In Education; Generic health relevance
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Education
Publisher:	Emerald Publishing Limited
Date of acceptance:	1 February 2025
Date of first compliant Open Access:	19 December 2025
Date Deposited:	19 Dec 2025 11:12
Last Modified:	19 Dec 2025 11:12
DOI or ID number:	10.1108/978-1-83608-960-520251005
Editors:	Mawson, K, Haresnape Tyson, C, Perry, T and Chen, JI-H
URI:	https://researchonline.ljmu.ac.uk/id/eprint/27724

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