It has become fashionable in recent years to discuss practitioner research, both in relation to the ‘teacher-as-researcher’ and a more general conception of the research-engaged teacher. Such discussion have taken on a sharper focus, with the advent since the turn of the millennium of new forms of national curricula that stress the active role of the teacher as a curriculum maker – and yet, this is problematic in terms of teachers’ capacity to both engage with research and develop the curriculum.
An ecological approach to developing teacher agency
and then