The value and importance of being a researching practitioner

In Issue 1 2019 of Leading Lights I discussed the role of the reflective practitioner. In this issue, I continue to explore this concept through the further step of formalising practitioner research for educational leaders.

Practitioner research engages the skills and tools of reflection in a systematic method in order to lead change for school improvement, from the perspective of the leader. This practice can lead to valued and important outcomes for both the individual and the system, “offering possibilities for change or transformation” (Grogan & Simmons, 2012, p.40). Practitioner research can face challenges from some traditional views of the educators’ role and what constitutes appropriate research, but the field has gained credibility and even encouragement from those, such as Robinson, et al. (2009) in New Zealand, who recognise the value of professionals learning from their practice and disseminating their experiences for others’ consideration, or insisting on systemic change for social justice and equity.

The researching leader builds on critical reflections in a systematic research process, moving beyond traditional professional development to active learning, ultimately leading to organisational improvement (Lofthouse, Hall & Wall, 2012). Ontologically, the practitioner researcher believes “the actions we take are intentional and we can explore the effects of our actions against those intentions as a way of assessing our success or failure” (Lofthouse, et al., 2012, p.172). The practitioner takes a critical stance in research in order to challenge the status quo: “not just to describe or understand social phenomena but also to change them” (Grogan & Simmons, 2012, p.30).

Practitioner research systematically examines the complexity of the leader’s work, deriving from the professional interests of the leaders themselves, and “involves the individual making sense of [his/her] experience” (Murray & Lawrence, 2000, p.28). It enables them to explore the effects of their intentional actions as leaders in the field, providing an emic view of the school or system that theorists cannot necessarily do.

Reflective practice becomes practitioner research when it is written up and shared publicly to give a local context to national policies and reforms. As Campbell (2013) points out, teaching is traditionally conducted without an audience of peers, so, unlike many other professions, the best practice of educators can be lost if it is not observed, theorised and shared. Practitioners’ research can help to create a “history of practice” by providing “knowledge about their classrooms and students that outsiders cannot” (p.7), where “high level reflective writing moves from description of action to explanation with consideration of ethical, moral and political issues” (Yost, et al., 2000, p.45). However, few leaders’ inquiries do appear in print, perhaps because “[leaders] are not always interested in what their fellow [leaders] are doing or studying” (Bullough, et al., 2016, p.321) despite the finding that often sharing research results strengthens commitment to both inquiry and learning communities. Leaders’ inquiries tend to be shared more informally, in blogs or “sharing sessions” (p321), or disseminated through projects written up by university faculty (Bullough, et al., 2016), rather than published by the practitioners themselves.

Despite this reticence, Coleman (2007) identifies benefits of practitioner research to the individual, including learning to make sense of one’s own experiences and challenge one’s assumptions; increasing self-confidence and a willingness to exercise professional judgement; and the improved use of research skills that could lead to further qualifications. Research also expands the practitioner’s professional networks when it builds on collaboration with colleagues beyond one’s own setting, including those in higher education (Coleman, 2007). The benefits can be personally satisfying too:

“For the habitually thoughtful practitioner, one whose identity is linked to inquiry, the aim is not just solving practical problems in the moment, but of growing into the practice and of finding ever deeper pleasure and interest in it and the challenges it presents” (Bullough, et al., 2016, p.307).