Characteristics of Practitioner Research

Any application of this kind of investigation is considered an unusual idea in the world of formal study in which most practitioners experience research as something outsiders do, not as something self-initiated. A shift in outlook is produced when research is experienced as local, relevant, and under a practitioner's own control. Further, as Atkin (1991) suggests:

In addition, for a professional engaged in interpretive practitioner research, a primary aim is to design studies that assist in changing and improving everyday professional practice, not necessarily to look for direct results in audiences.

At this point it is worth recounting the characteristics of practitioner research addressed in the chapter:

• Self-reflection—an emphasis on self-study focusing on one's own professional work either alone or with peer assistance
• Tight time frames—study plans that may include observations of less than hour to no more than a week or two, making it possible to have immediate influence on everyday practice
• Relevant research findings—study results drawn from one's own practice and used to immediately revise professional action
• Spiraled cycles—an overall structure that moves from focusing and planning to using findings to revise and improve practice, enabling growth
• Practitioner researcher autonomy—a professional's ongoing experience of power over the selection of issues, the development of plans, and the use of results

Using Ms. Drake's scenario to highlight these characteristics, she began her practitioner research by focusing on her professional work, using peer assistance to reflect on her effectiveness in initial client interviews. Gathering data from the audiotape and questionnaire, Ms. Drake and team members reflected and made plans for revised practice within a very short time frame. Ms. Drake applied these ideas by making plans for new professional action and employed the spiraled cycle of changed practice for further study. It may be premature to determine if professional improvement has occurred, but Ms. Drake's plan included continued practitioner research to assess her effectiveness in subsequent early client interviews. Finally, the entire research enterprise was under the guidance and control of the practitioner researcher, Ms. Drake, with assistance from her team. This is a significant departure from most experiences practitioners have with research ordinarily directed by managers, academics, or other outsiders.

Another vital element of group practitioner research involves the opportunity to work in an environment steeped in professional discourse that fosters a sustained learning community. This environment, if made a part of the regularized activities of the workplace, increases interest and curiosity in the examination and improvement of practice.