Professor Georgeta Ion, member of CRiEDO, has recently published, together with Marta Kowalczuk-Walędziak (University of Białystok, Poland), the article “Beyond formal research knowledge and skills: how do teachers grow and evolve as teacher-researchers?” in the journal Professional Development in Education.
This study explores the development of the teacher-researcher profile through the narratives of 16 teachers from Spain and Poland who have successfully engaged in research processes. Using the restorying approach and Evans’ (2012) “Research Development Framework,” the study reveals that growth as a researcher is not solely dependent on technical skills but is an evolutionary, context-driven process closely linked to collective reflection and mutual support within schools.
The article emphasizes the importance of everyday micro-practices—such as observing, recording, sharing, and analyzing pedagogical evidence—in building a research culture and fostering continuous professional learning. Furthermore, it highlights that developing a teacher identity as a researcher strengthens professional agency, enabling teachers to make more informed and context-sensitive educational decisions.
The data collected in Spain are part of the PBE_TOOLS project, within the research line on Evidence-Informed Educational Practice (PEIE) of the EDO group.
Read the full article here.
