ABSTRACT
This chapter seeks to complete the journey of this book by drawing on stories of practitioner research from the past. Not to take a historical perspective, but to see the historical context as a valuable and constructive place from which to look forward to plan the next steps of the research journey. There is much to be learnt from refl ecting on how a strong relationship between research and practice in education is being forged — not only in terms of the impact and outcomes but, as importantly, also in the process by which these gains have been made and the foundations of new learning and knowledge within the field laid down. Indeed, Foreman-Peck (2005, p. 36) warns that:
[T]eachers cannot ignore research because, whether they approve of it or not, it enters into their professional lives. Not only do they need to be aware of research, they need to know how it can be used.
