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This qualitative comparative case study examines challenges faced by teacher practitioner researchers in Singapore and New South Wales, using Schatzki’s practice theory to interpret how practitioner research reshapes school practice architectures. Interviews with 42 participants reveal how contextual arrangements both enable and constrain practitioner research across the two settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-challenges-of-practitioner-research-a-comparative-study-of-singapore-and-nsw/593692/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-challenges-of-practitioner-research-a-comparative-study-of-singapore-and-nsw/593692.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges does the study investigate in practitioner research implementation?","Question",{"text":112,"@type":113},"The study investigates a range of challenges teachers encountered while working as practitioner researchers, including constraints arising from existing school practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper analyze practitioner research using theory?",{"text":117,"@type":113},"It applies Schatzki’s practice theory to examine how practitioner research affects and is affected by school practice architectures, including how contexts prefigure what occurs.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the study conducted and with whom?",{"text":121,"@type":113},"It uses a qualitative comparative case-study approach and interviews 42 participants from NSW and Singapore.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593692,1792172024,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 2 | Article 8 |\n| --- | --- |\n\n2016  \nThe Challenges of Practitioner Research: A Comparative Study of Singapore and NSW  \nNeville Ellis  \nUNSW, [neville.ellis@unsw.edu.au](neville.ellis@unsw.edu.au)  \nTony Loughland  \nUNSW, [tony.loughland@unsw.edu.au](tony.loughland@unsw.edu.au)  \nRecommended Citation  \nEllis, N., & Loughland, T. (2016). The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW. Australian Journal of Teacher Education, 41 (2).  \n[http://dx.doi.org/10.14221/ajte.2016v41n2.8](http://dx.doi.org/10.14221/ajte.2016v41n2.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss2/8](http://ro.ecu.edu.au/ajte/vol41/iss2/8)  \nThe Challenges of Practitioner Research: A Comparative Study of  \nSingapore and NSW  \nNeville John Ellis  \nTony Loughland,  \nUNSW  \nAbstract: Practitioner research is considered an integral form of  \nprofessional learning for teachers but in its implementation it will  \noften encounter significant challenges. This qualitative comparative case-study of teachers in Singapore and NSW investigated the range  \nof challenges they encountered during their work as practitioner  \nresearchers. The study employs Schatzki’s practice theory to analyse  \nthe impact of practitioner research on the existing practice  \narchitectures of schools. A total of 42 participants from NSW and  \nSingapore were interviewed for this study. The results explicate the  \nvarious challenges teachers encountered and how these act to  \nprefigure and remodel practitioner research as a practice within each  \nof the two different settings. The findings are of interest to teacher  \neducators working with teachers across the career span who are  \nconsidering using practitioner research in their professional learning  \nrepertoire.  \nIntroduction  \nThere is an assumption in teacher professional learning that teachers should adopt “a‘researcherly’ disposition”(Lingard & Renshaw, 2010, p.27) . That is, teachers can and should be both teachers and researchers. This position does not attract universal support. Professor John Hattie, chair of the influential AITSL board in Australia, was recently quoted as saying “I don’t have any time for making teachers researchers ...We have got no evidence that action researchers make any difference to the quality of teaching”(Stewart, 2015 , para. 16). Hattie’s claim is one form of proof that action research (or practitioner research as it will be called in this paper) may not be suitable as a professional learning strategy for teachers. However, it does not give “an insight into how and why” it doesn’t work (Bakker & van Eerde, 2015, p.11) . This study sheds some light on how and why practitioner research may bea challenging endeavour for teachers. It does this through the framework of Schatzki’s practice-centred theoretical perspective. Schatzki (2002) describes how practices and arrangements can “cohere, conflict ... enable as well as constrain each other”(pp.156-157) while contexts “have powers of determination” and thereby can “prefigure” or “enable or constrain what occurs in them”(p.62) . Practitioner research is often the new practice introduced to a school within the context of existing practices, or practice architectures (Kemmis & Grootenboer, 2008b) . The extant practice architectures in a school may constrainthe effective operation of practitioner research by prefiguring and remodelling it.  \nAlthough practitioner research has enjoyed phenomenal growth as a form of teacher professional learning (Bruce, Flynn & Stagg-Peterson, 2011; Campbell & McNamara, 2009; Cochran-Smith & Lytle, 2009) some of this popularity may be explained by administrators using it as a practice to achieve their own educational reforms (Somekh & Zeichner, 2009) .  \nThis modification of practitioner research can be explained by Schatzki (2002) who claims that the world and society is dynamically ‘in ","cbCaipNZ0I54CDZY","https://ap.wps.com/l/cbCaipNZ0I54CDZY","pdf",368009,16,"English","# Introduction\n## Practitioner research and researcherly disposition\n## Evidence and limitations in prior debate\n## Practice theory: prefiguration, enablement, and constraint\n## Purpose of the study and comparative focus\n# Methodology and findings overview (as stated)","[{\"question\":\"What challenges does the study investigate in practitioner research implementation?\",\"answer\":\"The study investigates a range of challenges teachers encountered while working as practitioner researchers, including constraints arising from existing school practices.\"},{\"question\":\"How does the paper analyze practitioner research using theory?\",\"answer\":\"It applies Schatzki’s practice theory to examine how practitioner research affects and is affected by school practice architectures, including how contexts prefigure what occurs.\"},{\"question\":\"How was the study conducted and with whom?\",\"answer\":\"It uses a qualitative comparative case-study approach and interviews 42 participants from NSW and Singapore.\"}]","The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW | PDF",1792077732]