ABSTRACT
This chapter will engage with the epistemological tradition and associated method of practitioner enquiry as a research approach embedded in pedagogic praxis. It will locate this approach within social science and professional learning, particularly tackling the overlap with action research, the ethical imperatives, and the embedded nature of researcher positioning it claims. Highlighting key characteristics and terminology, both regarding method(s) and practice(s), our discussion will draw out the tensions and dilemmas inherent to this kind of professional learning. We will focus on the mirror effect between teacher and student learning which underpins the connection between research and professionalism, creating productively dissonant, tight feedback loops of metacognition, voice, enquiry, and learning community. To reflect this complexity, issues of quality are of paramount importance, not just in terms of justifying the position of practitioner enquiry in the repertoire of education research but also to clarify intent and impact in professional learning.
