Encouraging Practitioner Research Engagement: Overcoming Barriers

Abstract

Despite a body of evidence showing the vast benefits of practitioner engagement in higher education research, the literature suggests that many practitioners do not regularly engage in research activities due to three main barriers: the busyness of daily practice, perceived irrelevance of research to practice, and inadequate training to engage in research. This article reviews the literature on each of these three barriers, providing practitioners in higher education insight into how to overcome these barriers to successfully engage in regular research. Through an analysis of current literature, this article furthers the understanding of practitioner research engagement despite common barriers.

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

“…While many teachers do not frequently engage in practitioner inquiry in the classroom (Cole, 2020), Shauna's engagement in the inquiry process served as an invitation for her MT to do the same. Though Shauna initiated the process through the identification of an initial wondering, the two collaboratively used what they were learning about their students to make data-informed decisions (Cole, 2020). On the one hand, their collaborative approach speaks to the potential spread of the practice within classrooms partnered with university field experiences.…”

“…There are often logistical challenges (e.g., time, training support; Cole, 2020) to the implementation of practitioner inquiry among practicing teachers, especially when considering the varied and numerous demands and expectations placed on teachers. Some teachers may also be under the misconception that research activities are irrelevant to their practice (Kezar, 2000) or feel unprepared.…”