Abstract

This study presents an understanding of how a programme of study at master’s level has helped shape the identity of a group of primary school teachers as teacher researchers. A mixed methods design was employed comprising a questionnaire survey and focus groups interviews with graduates of the programme and semi-structured interviews with stakeholders in the wider field of education. The research design was based on the epistemological position of social constructivism and drew on interpretive theoretical stances as necessary. Findings suggest that graduates value the research knowledge and skills they have acquired following their programme of study. The study also presents the research practices which many have adopted as they negotiate the identity of teacher researcher. The findings also highlight the difficulties of evolving identity sometimes conflicted with the wider school community. The findings will potentially stimulate reflection on, and dialogue around the professional development needs of all teachers in the area of research. The study has relevance for policymakers in planning and promoting professional development to embed a culture of research in schools.