Many contemporary education systems encourage the notion of the teacher as practitioner-researcher as part of their professional learning agenda. Simultaneously, it is acknowledged that practitioner research might be remodelled in local contexts when used to support educational reform. This paper describes respondents' theories of how a particular…

The New South Wales (NSW) Government Department of Education and Communities and the Singapore Ministry of Education have encouraged teachers to engage in practitioner research as part of their professional learning agenda because it is perceived as a powerful means of investigating and improving educational practice. Drawing on a Schatzkian…