Facilitating Practice-Led Research Culture in Initial Teacher Training

The case of Agile Research Teams (ARTs)

Authors

DOI:

https://doi.org/10.31273/eirj.v12i3.1831

Keywords:

Facilitated practice-based research, practice-led research, practitioner research, academic identity, collaborative research, research capacity building, agile research teams, sketchnotes

Abstract

This critical reflection examines how a team of academics began to tackle the challenge of developing research culture among their professions-facing colleagues through two interconnected initiatives. It presents the theoretical underpinning of Facilitated Practice-based Research (FPR ©University of Sunderland) and its practical implementation through Research Culture Roundtable (RCR) events and subsequent formation of Agile Research Teams (ARTs). Drawing on contemporary debates around research excellence and practitioner-researcher identity, it explores how structured collaboration can support academics in integrating their practical and scholarly expertise. The ARTs model enables manageable, time-bound participation in research projects while building sustainable research capacity. Initial outcomes demonstrate the potential of this approach for developing research confidence and creating a more inclusive research community. The authors conclude that supporting practitioner-researchers through facilitated, practice-led initiatives can enhance both individual development and institutional research culture, particularly in teaching-intensive settings.

Funding Acknowledgement

This research was supported by internal research grants provided by the University of Sunderland UKRI Enhancing Research Culture Fund 2024.

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Author Biography

  • Elizabeth Hidson, Faculty of Education, Society and Creative Industries, University of Sunderland, UK

    Dr Elizabeth Hidson’s career in education began with teaching computing, then school senior leadership and strategic secondments. After 14 years in the secondary school sector, she moved into higher education. Elizabeth has been a researcher on a range of international educational technology research projects as well as teaching on PGCE, MA and doctoral training courses at Durham University and Newcastle University. In 2018 she joined the International Initial Teacher Training Team at The University of Sunderland. She is now the programme leader for the UK-based blended learning SCITT PgCert Education course and module leader for a Level 7 school-based research module on the PGCE Education and PGCE Education with iQTS courses, delivered via distance learning to over 500 students around the world each year. Elizabeth’s research interests revolve around digital tools for reflective practice, and she is vice-chair of the Technology, Pedagogy and Education Association (tpea.ac.uk). Elizabeth continues to combine practitioner research and dissemination with her commitment to teacher education in the UK and internationally.

An agile person performs parkour against a city wall

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Published

2025-08-27

Issue

Vol. 12 No. 3 (2025): Special Issue: Research Culture '25

Section

Critical Reflections

License

Copyright (c) 2025 Kate Duffy, Elizabeth Hidson, Lesley Deacon

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