ABSTRACT
Undertaking research within any setting by any practitioner can potentially be a very daunting experience. Adding a research dimension to an existing teaching role can be a challenge both in terms of capacity, resources and tools to undertake the task. However, the value of conducting research from the ‘inside’ is acknowledged as a valuable endeavour and that ‘methodologies which support knowledge production from an insider perspective, at a localized level, are of great value in developing more nuanced and complex understandings of educational experiences, identities, processes, practices and relations’ (Burke & Kirton, 2006, p. 2).
