Developing and sustaining practitioner research in schools lessons from teachers as researchers in a Future School in Singapore

Abstract

This paper focuses on drawing lessons for school administrators from the teachers' perspectives about conducting practitioner research. It seeks to answer what school administrators should consider when encouraging teachers' research engagement. This study adopted a cross sectional design within an interpretive paradigm to surface the views from teachers in Beacon Primary School - a Future School in Singapore. Questionnaires and in-depth dyadic interviews were used in two phases of data collection. An inductive data analysis approach was adopted and it involved the use of descriptive coding and subsequently, placing these codes in more analytic categories.