Communicating the processes and outcomes of practitioner research: an opportunity for self-indulgence or a serious professional responsibility?

Abstract

While there is a growing body of research literature focused on practitioner research, the reporting of the processes and outcomes of some of that research appears to be little more than picturesque journeys of self-indulgence. Located within action research, practitioner research has been associated with notions of promoting empowerment, transformation, advocacy and action within practitioners professional work contexts. If, however, such outcomes are to result from practitioner research, then practitioner researchers must be clear in terms of purpose, modes of research investigation, ways of documenting research strategies and outcomes, ways of interpreting these outcomes, and drawing implications for further action and investigation.Drawing on our experience in practitioner research projects and using one such project as an example, this article seeks to theorise about what it might mean to communicate the processes and outcomes of practitioner research, especially if the research is positioned within an action research approach, which aims to be critical and emancipatory. The article begins by describing our reflections on reactions to a paper in which we sought to communicate the processes and outcomes of a piece of practitioner research. We then move into a brief consideration of reporting qualitative inquiry generally and practitioner research in particular. As a basis for ongoing discussion and debate, the article identifies four propositions for communicating the processes and outcomes of practitioner research so that such research will be regarded highly and be seen to be professionally responsible: make clear the origins of the inquiry and its purpose, and give the interests of the participants (researchers and actors); identify sources of data; make explicit the process of transforming the original data through description, analysis and interpretation into published account; and make justified suggestions about the use or application of the published account.

An Australian view of the academic partner role in schools

“…Prior research suggests that school-university partnerships around teacher professional learning can hold significant benefits for both teachers and academics. Such learning partnerships are said to have the potential to break down professional isolation (Sachs, 1997;Brooker, McPherson & Aspland, 1999;Greeny et al, 2014) and foster the building of social capital through sustained professional learning across different school sites (Wyatt- Smith, Bridges, Hedemann & Neville, 2008). Skilled academic partners, adept at asking insightful questions, have been seen to stimulate ideas and actions that contribute to continually improving systems (Ewing et al, 2010).…”

Editorial Comment

“…In an article I downloaded some time ago, the authors posed the question: "Has research become an opportunity for self-indulgence or is (it regarded as) a … professional responsibility?" 1 In other words, do practitioners only engage in research when there is some tangible 'reward' on offer? This 'reward' mainly entails either obtaining a higher qualification or generating revenue for one's institution.…”

Engaging in action research: a personal and professional journey towards an inquiry into teacher morale in a senior secondary college

“…I write from the reflexive screen of a mid-forties, middle-class, female teacher with 22 years experience in six secondary schools (including a technical school, several P-12 schools, several 7-12 schools and a senior secondary school), a range of leadership *Email: moloney.jenny@bssc.edu.au positions and a range of experiences in state-wide curriculum and pedagogical educational initiatives. In forming this account I have taken careful note of the need to avoid the pitfall of forming a picturesque journey of self-indulgence (Brooker and MacPherson 1999). Instead I have progressed with the aim of communicating the precepts and practices that informed my research efforts.…”

“…I felt validated in my endeavour through the description of the term practitioner researcher being those closest to the classroom giving voice to their knowledge and experiences for making sense of their workplace and the location of practitioner research within action research (Brooker and MacPherson 1999).…”