By David Leat, Rachel Lofthouse and Anna Reid

The focus of this paper — teachers’ points of view in relation to engagement in and with research — is somewhat elusive. Selected teachers’ voices can be found in peer-reviewed literature; and while it is probable that these voices are an incomplete representation they often demonstrate teachers’ positive attitude towards their research engagement. This is particularly so when teachers’ engagement is as practitioners undertaking research into their practice. McLaughlin et al (2004, p.7) suggest that three purposes can be discerned in the teacher research tradition: research and enquiry undertaken for primarily personal purposes; research and enquiry undertaken for primarily political purposes; and research and enquiry undertaken for primarily school improvement purposes. Often these are interwoven, not simple and distinguishable or as neat as here presented.

Teachers' views: Perspectives on research engagement

By David Leat, Rachel Lofthouse and Anna Reid

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