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Teacher-researchers carry out two singular, demanding and time-consuming, activities: research and teaching. Some, convinced of the cross-fertilization of these two activities, try to introduce elements of their research into their courses. This intention becomes a major challenge for interpretive and critical teacher-researchers in accounting who cannot rely on textbooks, mostly oriented for the mainstream. The purpose of this paper is to investigate how those teacher-researchers proceed to infuse their research into their courses.

This paper is an exploratory qualitative study based on interviews.

The results show three typical profiles that correspond to three ways of infusing research into courses, and how these profiles can evolve and combine.

The identification of teacher-researcher profiles allows categorization of how they infuse their research into their teaching. By listing the constraints imposed on teacher-researchers intending to infuse research, proposals for ways to overcome the identified constraints that hinder the cross-fertilization of research and teaching are suggested. The paper also reexamines the status of teachers-researchers in accounting who address a critical approach in their teaching.

This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The subject to learn was music, which did not include any entrepreneurial content. Accordingly, this study looks closely at the way learners behave when studying music. The purpose of this paper is to see whether entrepreneurial behaviour is appropriate in non-business education.

The study used the action research approach; in particular, it used the special teacher-as-researcher method. The analysis was based on content analysis.

In this study, the teacher-researcher looked at entrepreneurial learning as experimenting with alternative learning methods and different learning contents. To ensure that every learner received the support they needed in their self-chosen tasks, peer learning was encouraged. Learners got the support they needed both from each other and from the teacher-researcher.

Although this study was only carried once during some music lessons in one particular comprehensive school and once in one class-teacher education in Finland, the findings may prompt teachers in other subjects and other countries to add entrepreneurial activities to their learning environments.

There is a lack of research into entrepreneurship education practices at lower educational levels and where education is not business-oriented. Using the entrepreneurial approach in general education raises another question: is the approach suitable for every learner? Neither of these facets has been studied in depth.

The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project into different approaches to teaching English Literature in a Year-9 secondary classroom, completed in part-fulfilment of the requirements for a higher degree.

The author narrates an account of some of the difficulties faced by one emergent researcher whilst carrying out educational research in a comprehensive school in England.

The author suggests that even within a research-supportive environment where “research” is encouraged or expected, there is often limited effort from management to articulate the practicalities or evaluate its effectiveness. Despite this, the author emphasises the benefits to teachers and students of undertaking small-scale action research projects into issues of contemporary professional concern in the classroom. The author argues for the involvement of school administrators and universities in supporting teacher-researchers.

The value of this research lies in acknowledging some of the challenges that emergent researchers might face in conducting research in the context of the classroom, which might enable other teacher-researchers to anticipate and avoid similar problems in their own research, and circumvent criticism from those who believe that educational research should not be carried out by teachers.

The purpose of this paper is to explore the theory and practice of Generative Research mentoring. The author has been involved in research mentoring teachers in schools since 2002 and in the course of her work her concepts about integrating mentoring and action research have changed. She explains how and why she has moved to adopt an Appreciative Inquiry approach integrated with a model of mentoring that she developed in the course of her own practice in schools.

This is a self study of teacher education practice where the author analyses her own theories and practices of research mentoring for teachers in schools in England and in Japan, over a ten year period. She investigates how the nature of self‐study is impacted upon by culture in diverse intercultural contexts.

This article reflects work in process. The findings to date suggest that teacher research and thus (potentially) research mentoring for teachers: is not informed by consensus on what teachers should learn as research skills; might usefully be focused upon action research enabled by teachers’ self study; works differently as self study according to Eastern/Western concepts of self; is likely to become more universally acceptable as self study through use of web‐based templates where self studies are shared e.g. at www.merlot.org; and should challenge mentoring/coaching techniques from other contexts such as business, nor assuming techniques successful in one context are so in another. Practitioner researchers in educational settings are likely to benefit from outsiders’ support, be that from colleagues based in universities or from teacher researchers working in other schools. That situation, in my experience, could come about where generative research mentoring has been successful and research mentees emerge to become research mentors for others within the profession of teaching. Importantly, individuals’ self study research should not rely upon unsupported opinions or upon validation by a peer group with self‐interest in seeing one of the community's study, accepted for university accreditation such as a Masters Level Award or a doctorate.

While the practice of research mentoring for teacher researchers has been in process in schools in England for ten years, the concept of Generative Research Mentoring, whereby the mentee prepares to become a mentor for other teacher researchers, is unique to the author's work. The value of generative research mentoring, not just for schoolteachers but also for academic contexts such as universities internationally, is that it can build capacity for research to be undertaken among those whose research skills are previously under‐developed.

This chapter reports on the design-based research study aimed at the re- and codesign of the third-year course “Introduction to Biostatistics,” part of the Bachelor program in Medicine. The authors aimed to make teaching more interactive, student-based and future-proof by empirically testing theoretical assumptions during iterative studies, including both quantitative and qualitative results from the perspective of the students and the teacher. The authors’ conclusion is that teacher–researcher collaboration can be an effective approach for professional development and improving innovative practices. At the same time, it allows to get a better theoretical understanding of effective teaching and learning practices. The authors hope that this chapter can inspire others to transform toward a progressive institution and looking for concrete innovative classroom practices in the context of innovative learning spaces.

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to understand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional consciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the professional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position.

In this chapter, we outline an approach to structuring a collaborative self-study that supports the sharing of individual experiences in a way that enables collective analysis and personal reflection. We share examples of how this approach enabled eight Brazilian teacher-researchers to work collectively to investigate their own social justice pedagogies. To do so, we used a four-phase process. First, each coauthor identified and wrote about a critical incident from their teaching that they shared electronically. In the second phase, We used email to comment on each other’s written pieces. Email exchanges scaffolded reflection. In the third phase, each person analyzed the comments and presented them back to everyone at a group meeting. Finally, through discussion, the group identified the recurring themes that permeated the different critical situations. The chapter provides a methodological overview based on our empirical work about teaching themes which are entangled with socially just PETE (Physical Education Teacher Education). We have found that being a teacher-researcher has some commonalities related to criticality whether one is teaching in K-12 schools or higher education.

This study aims to identify stakeholders’ perceptions of the effects associated with different components of intellectual capital (IC) on the sustainable development (SD) practices of higher education institutions (HEIs).

The empirical approach uses a structural equation model to provide new empirical findings in relation to 738 students and 587 lecturers/researchers at seven Portuguese state HEIs through quantitative research.

The results obtained are, firstly, important contributions to the literature on the IC and SD practices of HEIs, as a relationship between these two constructs is confirmed, especially through relational capital (RC) and structural capital (SC). Secondly, the stakeholders considered show different perceptions of the influence of the components of HEIs’ IC on these institutions’ SD practices, and thirdly, perception of the economic dimension is most influenced.

The empirical findings indicate the need to provide better information about HEIs’ policies and practices of SD and how the latter contribute to the SD of the institution and its region of influence.

No previous studies investigate students and teachers/researchers’ perceptions of the social, environmental, economic and organizational dimensions of SD in HEIs and at the same time how those perceptions can be influenced by the components of IC (e.g. human capital, SC, RC) in that institution.

Understanding what children know about history or social studies has proven illusive. In this think piece, I explore two dilemmas—the representation dilemma and the testing dilemma—that surround the question, “How do we know what children know?” I conclude that teachers, researchers, and policymakers must engage in conversations that put students’ representations of their historical knowledge and understanding at the forefront.