Engaging in teacher research: processes, problems and successes

Abstract

This article explores the effects upon teacher learning of engaging in classroom research within the context of a teacher's professional life as a middle manager in a large urban school. The article is co-written by the teacher and his tutor on the Master of Teaching programme at the Institute of Education, University of London, where teacher research is a core requirement of the degree. The article is written from a narrative perspective, and offers an insight into the professional gains to be had from studying for a Master's degree, undertaking classroom research, leading a department and teaching full time – a combination which may, at first sight, appear overwhelming. The perspectives of both teacher and tutor are offered, with the teacher's story framed by an analysis of how teachers need to be able to develop ‘practical theories’ as part of their professional growth.