Abstract

The aim of this chapter is to document the history and significance of initiatives to develop such links in the United Kingdom. In it we describe a range of initiatives and networks that have aimed to support practitioners to access and to carry out their own research and also ways of linking research and practice through formal professional development in initial teacher training, Masters level courses and research degrees. We explain and evaluate the development of these activities in relation to the broader context of lifelong learning and adult literacy in the countries of the UK. We argue that the idea of reflective practice prevalent in professional development is based on the belief that learning and teaching are inseparable aspects of good educational practice and that practitioner involvement in research activities can support this goal. However, we also note that linking research and practice is not always easy to achieve nor is the outcome always empowering to teachers and learners. There are many factors, both practical and ideological that mitigate against authentic and widespread opportunities for practitioner engagement with research