ABSTRACT
This chapter explores how engaging with research, possibly through further qualification, can help instructors reflect on their practice more deeply and make informed decisions about their work. After discussing different perspectives on teacher research, it also explores how instructors can challenge their own assumptions about practice. The chapter also provides guidance on critical engagement with existing research. In practical terms, teachers often become involved in research through a postgraduate programme of professional development, such as a Masters in Education. Joining a subject association or attending a subject association conference can provide instructors with rich opportunities to learn about recent research and/or present their own research, meet colleagues from elsewhere, and even work with others to play an active part in influencing policy. The chapter shows how instructors can become involved in research and considers the benefits of collaboration.
