For me, this is one of the reasons why embedding research informed practice has become increasingly important for, and is the mark of, contemporary schools who seek to empower their teachers as experts in their field focused on enabling their learners to flourish. Teachers are not merely implementers of knowledge but creators of it, in a unique position to merge research and practice to shape meaningful, evidence-based change. What I find exciting about this is that when teachers adopt the role of teacher-researchers, they find themselves located at the intersection of teaching and inquiry, able to foster social cohesion, advance justice, and cultivate hope, all while directly influencing their students, schools, and the broader educational landscape.

This all sounds very aspirational. Very idealistic. A cynic might even say naïve? I’d accept the label of “aspirational”. I don’t think that is a bad thing. Aspiration drives progress. I’d accept that this vision might be idealistic—after all, meaningful change requires big ideas—but I would reject the notion that it is naïve. Naïveté implies a lack of awareness of challenges or complexities, whereas aspiration acknowledges them and seeks to navigate them with purpose. Without a vision for what education could be, we risk becoming complacent, merely maintaining the status quo rather than striving for meaningful change. Being aspirational means believing that schools can be spaces of transformation, that teachers can be both educators and innovators, and that students can be empowered to think critically and contribute to a better world. It is through aspiration that we challenge limitations, push boundaries, and create the conditions for justice, social cohesion, and hope to flourish.

Education, then, can either reinforce existing structures or inspire transformation. Teachers are at the forefront of this process, shaping young minds while engaging in research that informs how we teach, learn, and reimagine education for a more just and hopeful future. The “pracademic” approach—where educators actively engage in research—bridges the gap between theory and practice, ensuring that education fosters critical inquiry, ethical responsibility, and a commitment to the common good.

  1. Social cohesion begins in the classroom. Teacher-researchers examine how students engage with diverse perspectives, implement inclusive pedagogies, and explore how school environments shape belonging. Their insights extend beyond their schools, contributing to global conversations on what it means to educate for a world where mutual respect and cooperation matter.
  2. Justice is at the heart of transformative research. Whether investigating how language shapes identity, the impact of AI on educational equity, or how students from refugee backgrounds experience schooling, teacher-researchers help uncover systemic barriers—and, more importantly, advocate for change. Their work informs policies and practices that prioritise fairness and opportunity for all.
  3. School-based research position educators’ voices at the centre of academic inquiry. As teacher-researchers they can leverage firsthand experiences to study what works best in their unique contexts—whether assessing the effectiveness of formative assessment strategies, differentiated instruction, or AI integration in learning. This process not only improves their teaching but also contributes valuable knowledge to the field of education.

A network of teacher-researchers throughout a school can play a vital role in evidence-based practice. At the Barker Institute, one way we support such an environment is to facilitate educators to collaborate on research projects that enhance professional development and shape pedagogical direction. For example, on one level, research into character education and translanguaging practices have directly informed strategies for fostering holistic student development. On another level, publishing book reviews read by teachers can inform practice, foster a sense of community in learning. All with positive impact!

Beyond the benefits to schools, students directly experience the impact of research-informed teaching. When teachers engage in inquiry, they model a culture of curiosity and critical thinking, inspiring students to become lifelong learners. Whether through innovative teaching strategies, personalised learning approaches, or programs designed to promote well-being, research-driven education ensures that teaching remains dynamic, responsive, and rooted in evidence.

At a time when global challenges can feel overwhelming, research led by educators offers pathways forward. Big questions – “What kind of world do we want to shape?” and “How can education help us get there?” – drive this work. Schools are not just places of learning; they are spaces of possibility. By embracing the role of a pracademic, teachers enrich their professional lives while contributing to the broader education community. This dual identity strengthens the bridge between research and practice, ensuring that education remains dynamic, responsive and centred on justice, social cohesion, and hope. As education continues to evolve, teacher-researchers will play a pivotal role in shaping its future.

Dr Timothy Scott

Tim has held various leadership roles in schools in Australia and abroad for the past 24 years, alongside teaching history and modern languages. He is currently Research Principal at the Barker Institute, the school-based educational research centre at Barker College. His research interests include intercultural and interlingual learning and teaching, refugee education, and the role of student voice in improving educational practice. Tim believes embedding research informed practice has become increasingly important and is the mark of contemporary schools, empowering their teachers as experts and enabling their learners to thrive. He is one of the lead researchers for the Barker Institute’s ongoing, decade-long longitudinal study, the Barker Journey. Concurrently with his educational research responsibilities, Tim teaches History and Global Studies at Barker. Tim’s PhD investigated socio-political influences on contemporary German conceptions of history and archaeology.